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Committee  on  Education 
AND  Special  Training 


A  REVIEW  OF  ITS  WORK 
DURING  1918 

BY 

THE  ADVISORY  BOARD 


WAR  DEPARTMENT 

WASHINGTON 


S581i 


N* 


WAR   DEPARTMENT 

Committee  on  Education  and  Special  Training 
Section  of  Training  and  Instruction  Branch 

war  plans  division.  general  staff 
101  Virginia  Building 


3 

c 

LETTER  OF  TRANSMITTAL 

in 

— 

Washington, 

i^ 

June  18,  1919, 

The  Honorable 

The  Secretary  of  War. 

Dear  Mr.  Secretary: 

As  Chairman  of  the  Civilian  Advisory  Board  ap- 
pointed by  you  to  cooperate  with  the  War  Department 
Committee  on  Education  and  Special  Training,  I  beg  leave 
to  transmit  herewith  a  record  of  the  work  of  the  Committee 
since  its  organization,  and  to  suggest  that  the  record  be 
printed  and  a  small  edition  distributed,  in  order  that  the 
educational  institutions  and  other  organizations  which  have 
cooperated  so  cordially  with  the  War  Department  in  this 
work  may  have  a  statement  of  the  enterprise  for  their 
permanent  records,  and  as  a  means  of  appraising  its  educa- 
tional significance. 

The  report  consists  of  three  parts,  namely:  1, 
General  Report;  2,  Report  of  the  Vocational  Training  De- 
tachments ;  3,  Report  on  the  War  Issues  Course. 

Respectfully, 

C.  R.  MANN, 

Chairman,   Advisory   Board, 

C.  E.  S.  T. 


TABLE  OF  CONTENTS 

Letter  of  Transmittal 

I.  HISTORY   AND    GENERAL   OPERATIONS. 

1.  Origin    g 

2.  Personnel    j  2 

3.  Early  Plans  J3 

4.  Administration    J4 

5.  Educational  Method   J4 

6.  Recruiting    jg 

7.  Numbers  Trained 18 

8.  Military  Training 28 

9.  Types  of  Schools  13 

10.  Plant  Equipment   19 

11.  Costs    20 

12.  Specialization    20 

13.  Inspection    21 

14.  Origin  of  the  S.  A.  T.  C 22 

15.  The  First  Plan  22 

16.  Administration    23 

17.  Second  Plan    24 

18.  Reorganization    26 

19.  Naval  and  Marine  Units   27 

20.  Curricula    27 

21.  Course  Specialists   28 

22.  War  Issues  Course   29 

23.  Teachers  30 

24.  Rating  and  Testing 30 

25.  Initiation    31 

26.  The  Influenza   31 

27.  Other  Difficulties  32 

28.  Demobilization    33 

29.  Liquidation  of  Contracts   33 

30.  Re-establishment  of  R.  O.  T.  C 33 

31.  Reorganization  of  the  Committee  33 


II.  MILITARY  ADMINISTRATION. 

32.  Organization  of  the  Military  Department 35 

33.  The  Division  of  Military  Administration 36 

34.  The  Officer  Personnel  Division 37 

35.  The  Division  of  Supply  and  Equipment 38 

36.  The  Enlisted  Personnel  Division 39 

37.  The  Military  Training  Division 41 

38.  The  Secondary  School  Division 41 

39.  The  Medical  Division 42 

40.  District   Officers    43 

III.  BUSINESS  ADMINISTRATION. 

41.  Organization    45 

42.  Contracts    46 

43.  After  Demobilization   46 

44.  Settlement  Procedure   47 

45.  Final  Report   48 

IV.  CONCLUSIONS. 49 

V.  APPENDICES •• •  53 


c  .t: 

O     w 

11   > 


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t;  E 

3     3 


PART  I— HISTORY  AND   GENERAL  OPERATIONS 
ORIGIN 

1.  When  the  United  States  declared  war  on  April  6,  1917,  its  regular 
army  numbered  less  than  120,000  enlisted  men.  Nineteen  months  later  when 
the  armistice  was  signed,  the  total  number  recruited  for  the  army  exceeded 
4,000,000. 

In  order  to  accomplish  this  rapid  expansion  of  the  army  it  was  necessary 
first  to  define  a  policy  and  then  to  improvise  administrative  machinery  to 
put  that  policy  into  effect.  The  Committee  on  Education  and  Special  Train- 
ing was  an  essential  part  of  the  mobilization  machinery.  Its  function  in  the 
entire  operation  may  best  be  understood  by  briefly  recalling  the  important 
features  of  the  policy  that  was  adopted  and  of  the  organization  that  was 
gradually  developed  to  administer  it. 

The  policy  was  defined  by  the  Selective  Service  Law  passed  by  Congress 
on  May  18,  1917.  This  act  authorized  the  President  to  recruit  the  new  army 
by  draft.  The  responsibility  for  the  selection  in  each  community  of  the  men 
who  should  serve  was  placed  upon  local  and  district  boards  consisting  of  citi- 
zens of  each  community  appointed  by  the  President.  All  men  between  the  ages 
of  21  and  30  inclusive  were  required  to  register  with  their  local  boards  and  to 
give  full  descriptions  of  their  special  abilities,  occupations  and  industrial  and 
domestic  relations.  The  original  registration  cards  were  preserved  at  the 
local  boards  as  a  basis  for  their  work  and  duplicates  were  forwarded  to  the 
office  of  the  Provost  Marshal  General  in  Washington. 

On  June  5,  1917,  in  response  to  a  proclamation  by  the  President,  9,586,508 
men  were  registered  at  the  local  boards.  The  registration  cards  were  num- 
bered and  on  July  20th  a  public  drawing  was  held  to  determine  the  order 
In  which  the  men  should  be  called.  In  the  meantime,  the  local  boards  were 
engaged  in  hearings  and  investigations  to  determine  which  of  the  registrants 
were  entitled  to  exemption.  The  first  call  for  687,000  men  was  issued  in 
August,  and  the  movement  of  the  recruits  to  camp  began  on  September  5,  1917 
and  ceased  on  December  15,  1918. 

The  experience  with  this  first  call  indicated  that  the  Selective  Service 
Regulations  needed  some  modification  in  order  to  increase  the  protection  to 
essential  industries  of  the  country  against  needless  disturbances.  To  this 
end,  the  remaining  registrants  were  classified  in  five  classes  in  the  inverse 
order  of  their  importance  to  the  economic  interests  of  the  nation,  which 
included  the  maintenance  of  necessary  industries  and  agriculture  and  the 
support  of  dependents.  This  change  indicates  that  in  the  interval  between 
the  first  and  the  second  calls  the  emphasis  shifted  from  the  primary  task  of 
securing  a  fighting  army  to  include  also  the  task  of  making  a  complete 


HISTORY  AND  GENERAL  OPERATIONS 


inventory  of  our  man  power  for  the  purpose  of  assigning  every  individual  to 
that  position  in  the  military  service  or  in  essential  war-time  activities  where 
his  special  abilities  would  count  most  toward  winning  the  war.  With  this 
end  in  view,  the  9,586,000  registration  cards  in  the  Provost  Marshal  General's 
office  were  so  classified  that  it  was  possible  to  locate  and  secure  men  of 
special  ability  whenever  they  were  needed  for  special  purposes.  This  classi- 
fication was  completed  during  the  Spring  of  1918. 

While  the  administrative  machinery  of  the  Provost  Marshal  General's 
office  was  developing  toward  a  more  effective  system  of  recruiting  and 
inducting  men  into  the  service,  in  the  manner  just  described,  a  pressing 
need  developed  in  the  army  camps  for  a  method  of  classifying  and  sorting 
men  who  had  enlisted  or  were  inducted  by  the  draft  machinery.  In  order 
to  meet  this  need  there  was  established  in  the  Adjutant  General's  office  in 
July,  1917,  the  Committee  on  Classification  of  Personnel.  This  Committee 
was  charged  with  the  function  of  classifying  all  recruits  with  regard  to 
occupational  skill  in  order  that  they  might  be  assigned  to  positions  in  the 
service  where  their  skill  would  be  most  useful.  To  accomplish  this,  personnel 
adjutants  were  assigned  to  each  camp  and  these  filled  out  for  each  man  a 
qualification  card  which  described  his  peculiar  abilities  and  his  previous  ex- 
perience. These  cards  were  kept  at  each  camp  to  assist  the  commanding 
officer  in  sorting  the  men  into  organizations.  Duplicates  were  sent  to  the 
central  office  of  the  Committee  in  Washington  and  from  these  lists  it  was  pos- 
sible for  the  Adjutant  General  to  issue  orders  assigning  specialists  to  organiza- 
tions as  needed. 

A  preliminary  effort  was  made  by  this  Committee  in  September,  1917,  to 
secure  definite  information  as  to  the  numbers  and  kinds  of  technically 
skilled  men  required  by  the  organizations  then  in  process  of  formation.  In 
response  to  a  request  for  this  information  by  the  Chief  of  Staff  the  various 
corps  sent  in  estimates  which  indicated  that  there  was  at  that  time  a  demand 
for  about  200,000  more  technicians  than  were  available.  Because  of  this 
great  shortage  there  developed  a  serious  pressure  to  secure  men  of  this  type 
and  a  vigorous  competition  among  the  various  corps  for  their  assignment. 

In  order  to  secure  from  the  several  arms  of  the  service  more  definite 
specifications  of  the  numbers  and  kinds  of  skilled  men  required  for  the 
various  divisions  and  units,  the  Committee  undertook  to  compile  Trade 
Specifications,  an  Occupational  Index,  Personnel  Specifications  and  Organi- 
zation Charts  for  each  of  the  required  organizations  that  combined  to  make 
the  complete  army.  The  Occupational  Index  lists  565  different  forms  of 
technical  skill  required  in  the  army  and  the  organization  charts  show  that 
the  percentage  of  skilled  technicians  required  by  the  various  organizations 


ORIGIN 


varies  from  forty  for  infantry  divisions  to  eighty-eight  for  the  technical 
staff  corps. 

Meanwhile,  frequent  orders  were  being  issued  by  the  Adjutant  General's 
office  for  transfers  of  individual  technicians  from  infantry  divisions  to 
technical  corps  and  this  caused  disorganization  and  delay  in  the  development 
of  the  fighting  units.  For  the  month  of  October,  1917,  these  transfers  num- 
bered nearly  twenty-five  thousand  and  the  condition  had  become  so  serious 
that  Major  Grenville  Clark  who  was  handling  these  transfers  in  the  Adjutant 
General's  office  recommended  the  assignment  of  an  officer  in  the  Operations 
Division  of  the  General  Staff  to  determine  priorities  and  authorize  such 
transfers.  This  recommendation  was  approved  and  Colonel  Robert  I.  Rees 
was  assigned  to  this  work.  During  the  latter  part  of  1917,  Colonel  Rees  and 
Major  Clark  together  controlled  the  transfers  of  technical  men  among  the 
army  organizations. 

The  continued  depletion  of  divisions  of  their  skilled  men  to  fill  organiza- 
tions that  were  going  abroad  and  the  complaints  of  division  commanders 
that  arose  therefrom  made  it  evident  that  some  steps  must  be  taken  to  secure 
an  additional  supply  of  technicians  in  order  to  meet  the  practical  require- 
ments of  the  situation.  In  other  words,  it  gradually  became  apparent  from 
the  work  of  both  the  Provost  Marshal  General's  office  and  the  Committee 
on  Classification  of  Personnel  that  the  nation  did  not  possess  an  adequate 
supply  of  technically  skilled  men  to  meet  both  the  requirements  of  the 
military  establishment  and  its  essential  supporting  industries.  Under  these 
conditions  the  question  arose  as  to  whether  the  policy,  already  inaugurated, 
of  training  these  men  in  special  schools  established  by  the  army  for  this 
purpose  should  be  extended  or  whether  the  effort  should  be  made  to  utilize 
the  existing  facilities  of  educational  institutions  for  this  training.  This 
question  was  a  practical  one  involving  primarily  the  factors  of  speed  and 
cost.  It  was  decided  by  the  issuance  of  February  10th  of  General  Order  15, 
as  follows: 

1.  There  is  hereby  created  within  the  War  Department  "The  Committee 
on  Education  and  Special  Training."  This  committee  of  three  members 
shall  consist  of  Col.  Hugh  S.  Johnson,  Deputy  Provost  Marshal  General, 
Lieut.  Col.  Robert  I.  Rees,  General  Staff,  and  Maj.  Grenville  Clark,  Adjutant 
General's  Department. 

2.  Under  the  direction  of  the  Chief  of  Staff  the  functions  of  the  com- 
mittee shall  be :  To  study  the  needs  of  the  various  branches  of  the  service 
for  skilled  men  and  technicians;  to  determine  how  such  needs  shall  be  met, 
whether  by  selective  draft,  special  training  in  educational  institutions  or 
otherwise ;  to  secure  the  co-operation  of  the  educational  institutions  of  the 
country  and  to  represent  the  War  Department  in  its  relation  with  such 
institutions;  to  administer  such  plan  of  special  training  in  college  and 
schools  as  may  be  adopted. 


HISTORY  AND  GENERAL  OPERATIONS 


3.  The  Committee  on  Education  and  Special  Training  shall  have  asso- 
ciated with  it  an  advisory  civilian  board  appointed  by  the  Secretary  of  War, 
composed  of  representatives  of  educational  institutions.  An  officer  shall  be 
detailed  by  the  chief  of  each  staff  corps  and  department  to  consult  with  the 
committee  concerning  the  needs  of  his  corps  or  department. 

4.  The  committee  will  be  given  such  assistance,  commissioned  and 
civilian,  as  may  be  necessary  to  fully  execute  its  duties,  with  office  room  in 
the  War  Department  Building. 

(334.8,  A.  G.  O.) 

By  order  of  the  Secretary  of  War : 

JOHN  BIDDLE, 
Major  General,  Acting  Chief  of  Staff. 

PERSONNEL 

2.  The  members  appointed  by  the  Secretary  of  War  to  serve  on  this  Com- 
mittee were  selected  because  of  their  intimate  knowledge  of  the  particular 
conditions  that  necessitated  the  appointment  of  the  committee.  Colonel  Rees 
was  appointed  chairman  and  Major  Clark  secretary.  In  April,  Colonel  John- 
son was  transferred  to  the  Department  of  Purchase,  Storage  and  Traffic  and 
Lieut.  Colonel  John  H.  Wigmore,  of  the  Provost  Marshal  General's  Office, 
was  appointed  to  fill  this  vacancy.  Mr.  W.  H.  Lough,  of  New  York 
University,  was  appointed  executive  secretary.  In  May  Mr.  Lough  resigned 
and  R.  B.  Perry,  Professor  at  Harvard  University,  was  called  to  fill  the 
vacancy. 

The  members  of  the  civilian  advisory  board,  appointed  by  the  Secretary 
of  War,  were  J.  R.  Angell,  Dean  of  the  Faculties  of  the  University  of  Chi- 
cago; S.  P.  Capen,  Specialist  in  Higher  Education,  U.  S.  Bioreau  of  Educa- 
tion; J.  W.  Dietz,  Director  of  the  Education  Department  of  the  Western 
Electric  Company;  C.  R.  Mann,  Expert  in  Engineering  Education  for  the 
Carnegie  Foundation;  and  J.  P.  Munroe,  vice-chairman  of  the  Federal  Board 
for  Vocational  Education.  Each  of  these  men  was  selected  to  represent  some 
particular  type  of  educational  activity.  Later,  Hugh  Frayne  was  appointed 
to  represent  labor  interests,  and  R.  A.  Pearson,  president  of  the  Iowa  State 
College  at  Ames,  was  added  to  represent  agricultural  education.  Mr.  Munroe 
resigned  on  March  20th,  and  Herman  Schneider,  Dean  of  Engineering  at  the 
University  of  Cincinnati,  was  appointed  to  fill  the  vacancy.  At  Ihe  first 
meeting,  C.  R.  Mann  was  elected  chairman,  and  J.  W.  Dietz  secretary,  of  the 
Board. 

The  Committee  and  Advisory  Board  held  one  regular  joint  meeting 
every  week.  In  addition  special  meetings  were  held  as  occasion  required. 
There  was,  from  the  very  beginning,  the  closest  co-operation  between  the 
military  officers  and  the  civilian  members.  All  questions  of  policy  and 
administration  were  discussed  until  a  solution  was  found  on  which  all  could 


PERSONNEL  13 


agree.  As  a  result  virtually  all  actions  of  the  Committee  throughout  its 
entire  experience  were  taken  by  unanimous  consent. 

This  form  of  organization  was  unusual  in  that  it  combined  officers  from 
three  different  military  departments  and  added  an  Advisory  Board  of  civilian 
educators.  This  plan  was  devised  by  Mr.  F.  P.  Keppel,  in  co-operation  with 
a  committee  of  the  Society  for  the  Promotion  of  Engineering  Education 
which  had  been  studying  the  problem  of  technical  training  from  the  point 
of  view  of  the  engineering  schools  for  a  number  of  months.  The  members 
of  this  committee  were:  F.  L.  Bishop,  Dean  of  Engineering  at  the  Univer- 
sity of  Pittsburgh,  chairman ;  S.  P.  Capen,  of  the  U.  S.  Bureau  of  Education ; 
Charles  S.  Howe,  president  of  the  Case  School  of  Applied  Science;  Milo  S. 
Ketcham,  Dean  of  Engineering  at  the  University  of  Colorado;  and  C.  R. 
Mann,  of  the  Carnegie  Foimdation. 

On  February  20th,  the  Secretary  of  War  sent  an  open  letter  to  the  heads 
of  a  large  number  of  educational  institutions  announcing  the  appointment  of 
the  Committee  on  Education  and  Special  Training,  and  urging  their  co-opera- 
tion in  its  work.    A  copy  of  this  letter  is  appended.     (Appendix  A). 

EARLY  PLANS 

3.  The  first  meeting  of  the  Committee  and  its  Advisory  Board  was  held 
on  February  13,  1918,  with  all  members  present  At  that  meeting  the  diffi- 
culties that  had  been  experienced  in  securing  an  adequate  supply  of  tech- 
nicians were  presented,  and  the  problem  before  the  Committee  was  defined  as 
that  of  training  several  hundred  thousand  men  in  the  mechanic  arts  in  the 
least  possible  time.  It  was  also  stated  that  although  the  Provost  Marshal 
General's  classification  was  nearing  completion,  and  while  no  accurate 
figures  could  yet  be  given,  indications  were  that  not  more  than  half  the 
skilled  men  needed  could  be  supplied  by  means  of  special  drafts.  A  prelim- 
inary survey  of  the  facilities  of  educational  institutions  for  this  type  of  work 
was  presented  by  the  Federal  Board  for  Vocational  Education,  and  the  ques- 
tion of  how  these  facilities  might  best  be  utilized  was  thoroughly  discussed. 

Meetings  followed  one  another  in  rapid  succession  and  the  general  plan 
of  operation  was  soon  formulated.  It  was  decided  to  establish  vocational 
training  detachments  at  technical  schools  that  had  the  necessary  facilities 
and  to  send  to  those  schools  for  instruction  drafted  men  who  were  volun- 
tarily inducted  into  the  service  on  special  calls  issued  by  the  Provos?  Marshal 
General.  Any  man  who  had  grammar  school  education  or  its  equivalent  was 
eligible.  Army  officers  were  to  be  detailed  to  the  several  schools  to  give  the 
military  training  and  maintain  military  discipline  and  routine  while  the  Fed- 
eral Board  for  Vocational  Education  was  to  co-operate  in  the  administra- 
tion and  supervision  of  the  technical  training.     The  Committee  also  decided 


14  HISTORY  AND  GENERAL  OPERATIONS 

to  make  contracts  with  the  schools  for  the  housing  and  subsistence  of  the 
men  in  barracks  at  a  fixed  price  per  man  per  day  in  accordance  with  standard 
army  regulations. 

Inspections  of  a  few  schools  that  seemed  most  likely  to  have  the  neces- 
sary facilities  were  made  at  once  by  a  civilian  representative  of  the  Federal 
Board  for  Vocational  Education,  who  inspected  for  the  technical  training 
facilities,  and  also  by  an  army  officer,  who  inspected  for  housing  and  feed- 
ing facilities.  Reports  of  these  inspections  with  recommendations  for  action 
resulted  in  contracts  with  some  fifteen  schools  for  a  total  of  some  6,000  men 
to  be  trained  beginning  early  in  April. 

ADMINISTRATION 

4.  Difficulties  were  soon  encountered  because  of  the  dual  control  by  the 
Committee  and  the  Federal  Board.  These  led  the  Federal  Board  after  several 
weeks  of  trial  and  discussion  to  withdraw  from  the  enterprise  altogther. 
The  Committee  thereupon  proceeded  to  create  its  own  vocational  training 
organization  to  carry  on  the  work. 

On  the  recommendation  of  the  Advisory  Board,  C.  R.  Dooley,  Head  of 
the  Education  Department  of  the  Westinghouse  Electric  and  Manufacturing 
Company  of  Pittsburgh,  was  called  to  be  educational  director  of  the  voca- 
tional training  work.  Mr.  Dooley  reported  for  duty  on  April  1st.  The 
details  of  his  activities  in  building  up  the  organization  and  in  developing  the 
work  are  contained  in  the  report  of  the  Vocational  Director. 

A  decentralized  system  of  administration  was  adopted  immediately  by 
Mr.  Dooley.  The  country  was  divided  into  ten  districts  and  a  district  edu- 
cational director  appointed  in  each.  These  district  directors  were  respon- 
sible for  all  administrative  matters  in  their  respective  territories.  They 
scoured  their  districts  for  all  the  available  facilities  for  this  kind  of  work, 
gave  approval  on  equipment,  courses,  number  of  men,  etc.,  reporting  daily 
by  wire  to  Washington.  Military  officers  followed,  approving  housing,  feed- 
ing, sanitation,  etc.,  and  determining  the  terms  of  contracts.  By  this  means 
the  Washington  office  was  relieved  of  all  unnecessary  details  of  administra- 
tion. 

After  the  units  were  established,  the  district  directors  remained  con- 
tinually in  the  territory,  supervising  the  work,  carrying  suggestions  from 
one  school  to  another,  smoothing  out  difficulties  where  they  occurred,  and 
making  recommendations  for  improvement.  The  success  of  the  work  was 
due  in  large  measure  to  their  untiring  efforts. 

EDUCATIONAL  METHOD 

5.  The  work  was  inaugurated  with  such  speed  that  it  was  not  possible 

for  the  Committee  to  prepare  instruction  manuals  or  courses  of  study  for 


EDUCATIONAL    METHOD  15 

use  with  the  classes.  Instead,  free  use  was  made  of  the  Army  Occupational 
Index  to  furnish  the  schools  with  as  accurate  a  definition  as  was  possible  of 
the  duties  each  man  would  be  called  upon  to  perform.  Having  supplied  this 
definition  of  the  result  to  be  obtained,  each  school  was  told  to  use  its  own 
methods  in  securing  that  result  as  completely  as  was  possible.  Thus  thrown 
on  their  own  initiative  the  schools  developed  many  different  methods  of 
training. 

After  the  work  was  well  under  way,  the  district  directors  were  requested 
to  report  special  methods  that  were  proving  particularly  successful  at  the 
various  schools.  A  group  of  course  specialists  was  organized  whose  func- 
tions were  to  study  in  greater  detail  the  requirements  of  every  job  by  visit- 
ing army  camps  and  discussing  the  problem  with  army  officers.  These  men 
also  visited  some  of  the  schools  to  collect  data  on  the  successful  methods  in 
use.  In  this  way  there  were  gradually  collected  materials  for  manuals  which 
were  published  and  distributed  as  rapidly  as  they  were  completed. 

These  manuals  consisted  of  a  series  of  the  projects,  problems  and  questions 
that  a  man  would  be  called  upon  to  solve  in  regular  army  work.  By  their 
use  the  instructors  were  able  to  permit  each  individual  soldier  to  proceed  as 
rapidly  as  he  was  able.  When  one  job  was  completed  and  the  questions 
answered,  the  next  was  taken  up.  Hence  no  man  was  delayed  by  the 
incapacity  of  his  fellow  classmates. 

A  committee  on  Army  Needs  was  also  formed  at  the  head  office  in  Wash- 
ington. The  function  of  this  committee  was  to  receive  weekly  reports  from 
the  several  corps  as  to  the  numbers  of  skilled  men  needed  in  various  lines 
and  to  study  continuously  the  details  of  the  specifications  of  the  various 
types  in  order  to  make  sure  that  the  work  in  the  schools  covered  every 
required  element.  Further  details  of  this  work  are  given  in  the  section  of 
this  report  which  treats  of  the  military  administration. 

The  standard  length  of  the  course  was  set  at  eight  weeks.  The  daily 
schedule  required  not  less  than  six  nor  more  than  seven  hours  of  vocational 
work,  mostly  in  the  shop,  and  three  hours  of  military  drill  and  exercise.  The 
average  number  of  hours  of  instruction  was  therefore  about  320. 

Because  speed  was  a  prime  essential,  it  was  not  possible  to  train  teachers 
for  this  work.  The  schools  were  urged  to  employ  skilled  mechanics  picked 
from  machine  shops  and  garages  in  their  vicinity  and  to  develop  them  as 
teachers  by  careful  supervision  and  instruction  on  the  job.  Provision  was 
made  at  the  beginning  that  these  teachers  might  be  enlisted  in  the  enlisted 
reserve  corps  in  order  that  their  labors  might  not  be  interrupted  by  the  draft. 
Later  the  schools  were  authorized  to  retain  as  instructors  those  of  the  stu- 
dents who  had  shown  particular  qualifications  during  their  period  of  instruc- 
tion.    Later,  when  the  enlistments  were  stopped,  teachers  in  the  enlisted 


I    req 
I    set 


i6  HISTORY  AND  GENERAL  OPERATIONS 

reserve  were  called  to  active  duty  and  permitted  to  continue  instruction  in 
the  status  of  privates. 

The  schools  were  required  to  keep  careful  records  of  progress  and  to 
grade  the  men  in  each  line  of  work  into  three  classes,  rating  them  respec- 
tively as  experts,  journeymen,  and  apprentices.  Ten  days  before  the  close 
of  each  course,  the  school  reported  to  Washington  the  number  of  men  in 
each  trade  and  the  number  in  each  grade.  The  men  were  assigned  to  army 
organizations  in  accordance  with  these  reports  in  the  manner  best  calculated 
to  meet  requisitions  of  the  corps  in  the  order  of  their  priority  as  determined 
by  the  Operations  Division  of  the  General  Staff.  Authorization  was  granted 
the  Committee  to  recommend  candidates  to  officers'  training  camps  when- 
ever particularly  well-qualified  men  were  discovered.  A  number  of  men 
were  so  recommended  and  were  thereby  placed  in  line  for  winning  their 
commissions  through  the  vocational  training  detachments. 

In  April  a  brief  course  on  the  issues  of  the  war  was  organized  at  the 
request  of  the  Committee  by  Professor  Frank  Aydelotte  of  the  Massachu- 
setts Institute  of  Technology.  This  course  was  tried  out  during  May  on  a 
detachment  of  250  men  at  Wentworth  Institute  in  Boston.  The  work  con- 
sisted of  a  series  of  discussions  which  endeavored  to  bring  out  the  historical 
facts  that  led  up  to  the  declaration  of  war,  the  political  and  economic  con- 
ditions that  made  the  war  necessary  and  differences  in  the  social  philosophies 
of  the  warring  nations.  The  results  of  this  experiment  indicated  that  the 
course  was  of  great  value  in  developing  morale,  and  arrangements  were 
made  in  June  to  extend  it  to  all  of  the  detachments  and  require  it  of  all  thd 
men  for  at  least  one  hour  a  week. 

The  schools  took  up  this  course  with  enthusiasm  and  developed  it  with 
great  success.  The  soldiers  were  encouraged  to  ask  questions  and  the  ma- 
terials presented  were  designed  to  enable  them  to  secure  reliable  information 
by  which  their  questions  could  be  answered.  Later  40,000  of  the  soldiers* 
questions  were  gathered  together,  sorted  and  organized  into  a  small  pam- 
phlet which  contained  also  references  to  standard  literature  where  informa- 
tion that  would  answer  the  questions  could  be  found.  This  collection  was 
issued  as  a  guide  for  the  later  conduct  of  this  course.  Full  details  of  this 
work  are  contained  in  the  special  report  on  the  war  issues  course. 

RECRUITING 

6.  As  has  been  stated,  the  recruits  for  the  training  detachments  were 
secured  by  special  calls  issued  by  the  Provost  Marshal  General.  The  local 
boards  were  authorized  to  call  for  volunteers  and  to  induct  those  that  seemed 
most  likely  to  be  able  to  profit  by  the  instruction.    A  grammar  school  edu- 


Arrival  of  Co.  A.  Radio  School 
University  of  Indiana. 


Vocational  Section  Reporting 
Rochester  A.  &  M.  Institute 


Induction  at  New  Hampshire  College 


Induction  of  Vocational  Section 
University  of  Kentucky 


■•'^.-■ 


RECRUITING  17 


cation  was  required  and  men  of  trade  experience  were  given  preference. 
This  system  was  surprisingly  successful.  The  men  were  delivered  to  the 
schools  in  the  right  nimibers  and  on  the  date  assigned  in  almost  every  case. 

The  men  secured  were  a  heterogeneous  assortment  varying  from 
unskilled  laborers  who  had  never  used  mechanics'  tools  to  engineering  col- 
lege graduates  with  several  years  of  engineering  experience.  Their  general 
intelligence  was  higher  than  the  average  run  of  the  draft  and  the  spirit  with 
which  all  entered  upon  the  tasks  assigned  and  did  their  best  to  master  the 
work  in  hand  was  a  profound  tribute  to  their  devotion  to  the  cause. 

Some  difficulty  was,  however,  experienced  in  distributing  the  men  at  any 
given  school  among  the  several  types  of  instruction  given  there.  It  fre- 
quently happened  that  men  who  wished  to  become  electricians,  for  instance, 
were  sent  to  a  school  where  no  electrical  work  was  given.  It  was  also  gen- 
erally the  case  that  a  few  of  the  men  were  found  on  arrival  to  be  physically 
unfit,  and  had  to  be  sent  home.  Since  the  contracts  with  the  schools  called 
for  a  definite  quota  at  each  school,  this  made  it  necessary  for  the  Com- 
mittee to  devise  means  of  filling  the  quotas  quickly  when  shortages  occurred. 

Two  methods  of  filling  the  quotas  were  adopted.  In  the  first  place, 
requisitions  on  the  Provost  Marshal  General  were  made  3  per  cent  larger 
than  the  quota  assigned  to  the  school,  since  experience  indicated  that  the 
rejections  for  physical  imfitness  were  on  the  average  3  per  cent.  In  the 
second  place,  a  reservoir  of  inducted  men  was  established  at  Valparaiso 
University  from  which  men  could  be  sent  at  short  notice  to  fill  quotas.  The 
number  of  men  at  Valparaiso  varied  from  one  or  two  hundred  to  fifteen 
hundred,  as  conditions  changed.  An  officer  from  the  Committee  on  Classifi- 
cation of  Persoimel  was  assigned  at  Valparaiso  to  classify  and  trade  test  the 
men  there  before  shipment. 

The  reservoir  at  Valparaiso  was  so  useful  that  the  Committee  sought  to 
establish  other  similar  stations  for  sorting  and  outfitting  the  men  before 
sending  them  to  the  schools.  Efforts  were  also  made  to  use  the  depot 
brigades  at  cantonments  for  this  purpose.  The  practical  difficulties  such  as 
increased  cost  of  transportation,  additional  officers  and  additional  time  made 
it  necessary  to  abandon  this  project.  Investigation  showed  that  the  increase 
in  efficiency  would  not  compensate  for  the  additional  time  and  expense. 

A  plan  was  also  perfected  for  allowing  young  men  under  twenty-one 
years  of  age  to  join  the  training  detachments  by  voluntary  enlistment. 
Authorization  for  this  was  secured  and  a  call  was  issued  in  the  middle  west. 
This  project  also  had  to  be  abandoned  as  impractical  and  the  Committee 
thereafter  relied  entirely  on  the  Provost  Marshal  General  for  securing  all  of 
its  men. 


i8  HISTORY  AND  GENERAL  OPERATIONS 

NUMBERS  TRAINED 

7.  On  April  6th,  the  first  detachments  consisting  of  6,000  men,  began 
work  at  fifteen  schools.  This  number  was  increased  every  two  weeks,  until 
by  July  1st,  50,000  men  were  in  training  at  147  schools.  The  schools  ran  at 
this  capacity  during  the  summer,  delivering  about  25,000  trained  men  each 
month  to  the  army.  Details  concerning  the  distribution  of  these  men  among 
the  various  occupations  are  given  in  the  vocational  section  of  the  report. 

In  the  expectation  of  continuing  the  work  during  the  winter,  contracts 
were  let  for  the  training  of  220,000  more  men  at  127  schools  before  June  30, 
1919.  When  the  armistice  was  signed  on  November  11th,  130,000  men  had 
been  trained,  of  whom  100,000  had  been  delivered  to  the  army  and  30,000 
were  ready  for  delivery. 

Perhaps  the  most  significant  fact  about  this  training  is  that  130,000  phy- 
sically fit  men  were  accepted  for  service  in  these  detachments  and  130,000 
were  delivered  to  the  army,  each  with  added  technical  skill  which  rendered 
him  a  more  useful  member  of  the  military  establishment. 

MILITARY  TRAINING 

8.  The  success  of  the  entire  enterprise  was  in  large  measure  due  to  the 
tact  and  skill  with  which  the  military  work  was  executed.  It  was  necessary 
to  assign  one  commissioned  officer  for  each  seventy  men,  and  this  required 
about  750  officers  for  all  the  detachments.  In  spite  of  the  difficulty  of  secur- 
ing officers  because  of  the  pressing  demand  for  overseas  service,  the  men 
assigned  to  this  work  proved  to  be  competent,  sympathetic  and  highly  effi- 
cient. They  understood  how  to  conduct  military  training  so  as  to  encourage 
initiative,  resourcefulness,  responsibility,  promptness  and  order,  and  there- 
fore their  work  harmonized  with  and  strengthened  the  vocational  training. 
Cases  of  conflict  between  the  military  and  the  academic  authorities  in  these 
vocational  training  detachments  were  extremely  rare.  Co-operation  of  the 
most  cordial  sort  prevailed  everywhere.  Discipline  helped  study,  and  study 
improved  military  interest  and  morale. 

Besides  the  officers  assigned  to  instruction,  each  detachment  had  detailed 
to  it  at  least  one  medical  officer  and  one  quartermaster  officer,  to  supervise 
and  care  for  the  health  and  living  conditions  of  the  men.  The  quartermaster 
also  assisted  the  schools  in  purchasing  supplies  and  arranging  the  mess  to 
meet  the  requirements  of  the  army  ration. 

TYPES  OF  SCHOOLS 

9.  Contracts  for  training  detachments  were  made  wherever  suitable 
facilities  were  found  or  could  be  quickly  improvised.  Since  military  routine 
was  required,  barracks  had  to  be  provided,  and  if  the  school  did  not  possess 
dormitories,  buildings  were  adapted  to  this  purpose  or  temporary  barracks 


TYPES   OF  SCHOOLS  19 


were  built.  Old  hotels,  office  buildings,  and  even  fair  grounds  were 
hastily  remodeled  to  serve  as  barracks.  Altogether  157  institutions  were 
granted   contracts.     These  may  be  classified  as  follows: 

Schools   for   White    Men: 

State  Universities  20 

State  A.  &  M.  Colleges 21 

Combined  Universities  and  A.   &   M.   Colleges 13 

Municipal    Universities    6 

"^Endowed  Colleges  and  Universities 17 

State  Schools  of  Mines 4 

■-  Technical  and  Trade  Schools 30 

State  Normal  Schools   4 

Boards  of  Education  of  City  Schools 20 

Chambers  of  Commerce 8 

County  Fair  Associations 1 

Total  White  Schools 144 

Schools  for  Colored  Men: 

Colleges  and  Universities 5 

State  A.  &  M.  Colleges 1 

Trade  Schools    5 

Normal  Schools 2 

Total   Colored   Schools 13 

Grand  total 157 

PLANT  EQUIPMENT 

10.  Wherever  new  housing  facilities  were  prepared  or  constructed  the 
army  furnished  the  requisite  number  of  cots,  bed  sacks  and  blankets.  New 
mess  equipment  was  usually  furnished  by  the  school  as  part  of  its  contract 
for  subsistence.  Similarly  tools  and  materials  for  shop  work  were  supplied 
by  the  schools  as  part  of  their  contract  for  instruction.  Units  that  gave 
training  in  automobile  repair  found  no  difficulty  in  securing  all  the  work  that 
they  could  handle  by  opening  an  automobile  clinic  where  dilapidated  cars 
could  be  repaired  for  the  mere  cost  of  new  parts.  At  some  of  the  detach- 
ments there  was  a  long  waiting  list  of  cases  seeking  diagnosis,  and  it  was  not 
infrequent  to  see  a  long  line  of  old  cars  waiting  for  treatment  outside  the  auto- 
mobile repair  shops. 

In  a  number  of  instances  spare  parts  and  special  equipment  for  instruction 
were  contributed  by  manufacturers  without  cost.  Occasionally  the  training 
detachment  made  a  contract  with  a  neighboring  production  plant  for  the 
actual  manufacture  by  the  soldiers  of  machine  parts,  sheet  metal  pails,  saw 
horses,  engine  stands,  and  other  marketable  articles.    In  a  few  cases  of  highly 


HISTORY  AND  GENERAL  OPERATIONS 


specialized  work,  such  as  the  repair  of  automobile  tires,  the  training  was 
given  in  plants  where  the  articles  were  manufactured.  In  such  cases  the 
work  was  under  the  supervision  of  the  school  authorities. 

COSTS 

11.  Contracts  with  the  several  schools  specified  a  definite  price  per 
man  per  day  that  was  to  be  paid  to  the  institution.  These  prices  varied 
according  to  the  local  situation.  They  were  contingent  not  only  on 
market  prices,  but  also  upon  the  amount  of  repairs  or  construction 
needed  and  the  number  of  civilian  instructors  that  had  to  be  employed.  They 
were  carefully  estimated  for  the  first  contract,  on  the  general  policy  that  the 
government  would  pay  all  actual  costs  so  that  the  school  would  neither  lose 
money  nor  make  a  profit. 

During  the  operation  of  the  first  contract,  detailed  studies  of  the  costs  were 
made  at  each  school  and  adjustments,  to  compensate  for  profits  or  loss,  were 
made  in  subsequent  contracts.  The  contract  prices  varied  from  $1.20  to  $2.00 
per  man  per  day.  A  few  of  the  first  contracts  were  made  at  $2.00,  but  expe- 
rience soon  indicated  that  this  was  higher  than  necessary.  The  average  price 
paid  per  man  per  day  during  the  last  three  months  of  the  operation  was  $1.46. 
This  was  slightly  less  than  the  cost  of  maintaining  a  man  in  the  cantonment 
when  the  initial  cost  of  the  cantonment  is  taken  into  account  on  the  assump- 
tion that  that  cost  is  amortized  over  a  period  of  two  years.  Since  a  total  of 
130,000  men  were  trained,  the  total  cost  of  the  enterprise  was  about  twelve 
million  dollars.  Full  details  and  analysis  of  the  cost  are  presented  in  the 
report  of  the  vocational  section. 

SPECIALIZATION 

12.  At  the  beginning,  each  school  gave  courses  in  a  number  of  different 
lines  of  work.  As  the  enterprise  expanded,  it  was  found  advantageous  to 
permit  the  schools  to  specialize  on  particular  subjects,  such  as  automobile 
repairs,  electricians,  telephone,  telegraph,  radio  or  motor  transport  service. 
This  specialization  made  it  possible  for  the  Committee  to  establish  courses  of 
different  lengths,  so  that  a  man  who  had  shown  special  ability  in  one  sub- 
ject could  be  sent  for  a  further  period  of  training  to  a  school  that  special- 
ized in  that  particular  line.  On  this  basis  a  school  of  radio  engineering  was 
established  at  the  University  of  Vermont,  and  specially  qualified  men  were 
sent  there  from  other  training  detachments. 

As  this  specialization  process  developed,  the  work  in  the  central  office  at 
Washington  was  divided  and  special  sections  were  formed,  each  in  charge  of 
a  special  division.  Thus  in  August  a  motor  transport  section  was  formed  in 
charge  of  Mr.  W.  S.  Field;  a  section  of  radio  engineers  was  developed  in 
charge  of  Mr.  H.  V.  Bozell.     Other  sections  on  band  musicians  under  the 


SPECIFICATION 


direction  of  Mr.  Wallace  Goodrich,  cooks  under  the  direction  of  Mr.  Joseph 
Byfield,  and  colored  schools  under  the  direction  of  Mr.  George  Phenix,  were 
formed  during  October.  By  this  arrangement  the  efficiency  of  the  work  was 
increased  and  rapid  progress  was  being  made  toward  more  efficient  instruc- 
tion all  along  the  line. 

INSPECTION 

13.  In  September  a  group  of  five  officers  was  detailed  to  make  an  exten- 
sive inspection  of  the  vocational  schools.  This  committee  was  composed  of 
Lieut.  Col.  Abney  Payne,  of  the  Coast  Artillery;  Lieut.  Col.  J.  C.  McLanahan, 
of  the  Field  Artillery ;  Major  Louis  T.  Grant,  of  the  Engineers  Corps ;  Lieut. 
R.  C.  McDowell,  of  the  Air  Service  Signal  Corps ;  and  Mr.  Norman  Collyer, 
of  the  Committee  on  Education  and  Special  Training.  The  committee  made 
an  extended  inspection  of  schools  from  Maine  to  California,  visiting  29  com- 
mittee schools  and  12  corps  schools,  and  submitted  an  extended  report.  The 
chief  conclusions  of  this  report  are  these : 

"The  Inspecting  Committee  wishes  to  give  testimony  to  the  highly 
patriotic  and  effective  work  which  has  been  done  at  most  of  the  institutions 
visited.  There  has  been  in  general  no  thought,  either  of  personal  gain  or  of 
profit  to  the  institution.  In  fact,  many  schools  have  gone  into  debt  for 
expenditures  for  which  they  can  look  only  to  the  committee  for  reimbursement. 
The  emergency  arose,  and  it  was  met,  with  the  energy  and  resourcefulness 
which  is  characteristic  of  the  American  people.  The  Inspecting  Committee 
was  careful  to  inquire  of  the  officers  of  the  various  corps  schools,  whether  in 
their  opinion  the  committee's  program  had  justified  itself  through  the  assist- 
ance given  in  organizing  and  training  the  National  army,  and  the  expression 
was  practically  unanimous  that  the  men  furnished  by  the  committee  to  the 
corps  schools  had  been  trained  in  such  a  manner  as  to  make  them  of  greater 
value,  and  that  the  program  of  the  corps  schools  had  been  materially 
advanced  thereby.  Where  the  value  of  the  training  was  in  doubt,  it  is 
believed  that  such  doubt  was  occasioned  by  observation  of  the  earlier  grad- 
uates of  the  committee's  schools,  turned  out  before  the  training  work  had 
progressed  to  a  point  of  efficiency. 

"The  extension  of  military  discipline  to  the  class  room  was  an  experi- 
ment watched  with  keen  interest  by  the  authorities,  and  for  the  most  part 
they  expressed  themselves  as  being  thoroughly  convinced  of  its  success.  The 
greater  efficiency  of  instruction  when  given  under  such  conditions  was 
apparent,  and  the  morale  of  the  men  while  in  the  class  room  was  observed 
to  be  very  high.  There  was  less  time  lost  in  transfer  between  classes,  an 
entire  absence  of  confusion  and  a  noticeable  improvement  in  the  alertness 
and  attention  of  the  students." 


HISTORY  AND  GENERAL  OPERATIONS 


ORIGIN  OF  THE  S.  A.  T.  C. 

14.  As  has  been  shown  in  the  preceding  paragraphs,  the  immediate  need 
which  caused  the  creation  of  the  Committee  on  Education  and  Special  Train- 
ing was  the  shortage  of  technicians.  It  was  to  the  practical  meeting  of  this 
need  that  the  Committee  addressed  its  first  efforts.  Nevertheless,  it  was  evi- 
dent at  the  very  beginning  of  the  work  that  a  similar  shortage  would  soon 
be  felt  in  the  higher  technical  professions  and  in  candidates  for  officer  train- 
ing camps.  Therefore  the  Committee  at  once  began  a  discussion  of  the  pos- 
sibilities of  organizing  the  colleges  to  meet  this  other  need  which  would 
require  much  longer  periods  of  study  and  preparation. 

The  first  step  in  this  discussion  was  taken  on  March  6th,  when  the 
Advisory  Board  submitted  a  memorandum  suggesting  the  establishment  in 
all  institutions  of  college  grade  of  cadet  reserve  corps  in  which  young  men 
from  18  to  21  years  of  age  might  voluntarily  enlist.  It  was  further  suggested 
that  these  students  should  receive  military  instruction,  should  maintain  an 
academic  standard  higher  than  the  pass  mark,  and  should  be  enlisted,  but  on 
furlough  status,  and  hence  liable  to  call  to  active  service  at  any  time.  On 
reaching  the  age  of  21  they  should  enroll  with  their  local  boards  and  pass 
under  control  of  the  selective  service  regulations.  This  project  was  care- 
fully discussed  for  several  weeks  and  finally  submitted  to  the  Secretary  of 
War  for  approval.  As  a  result  the  Secretary  issued  on  May  8th,  a  circular 
letter  to  the  presidents  of  all  institutions  of  collegiate  grade.  This  letter 
announced  the  intention  of  the  War  Department  of  establishing  a  compre- 
hensive system  of  military  training  in  colleges  at  the  beginning  of  the  col- 
lege year  in  September,  1918.     (Appendix  B). 

As  stated  in  this  letter  the  new  policy  was  intended  to  accomplish  a  two- 
fold object:  first,  to  develop  as  a  great  military  asset  a  large  body  of  young 
men  in  the  colleges;  and  second,  to  prevent  unnecessary  and  wasteful  deple- 
tion of  the  colleges  through  indiscriminate  volunteering,  by  offering  to  the 
students  a  definite  and  immediate  military  status.  The  Committee  was 
instructed  to  prepare  a  detailed  program  for  putting  this  policy  into  effect. 

THE  FIRST  PLAN 

15.  After  about  a  month  of  careful  study  of  the  details  the  Committee 
submitted  its  proposed  plan  of  organization.  The  plan  was  finally  approved 
by  the  General  Staff,  a  General  Order  authorizing  it  was  issued  on  June  28th 
(Appendix  C)  and  the  latter  part  of  this  General  Order  was  issued  as  a  circular 
to  the  colleges  by  the  Adjutant  General  the  following  day. 

By  the  terms  of  this  order  the  Committee  was  transferred  from  the  opera- 
tions division  to  the  Training  and  Instruction  Branch  of  the  War  Plans 
Division  of  the  General  Staff,  and  instructed  to  proceed  with  the  administra- 


FIRST  PLAN  23 


tion  of  the  enterprise.  Major  William  R.  Orton  was  added  to  the  Committee 
as  a  specialist  in  military  training. 

The  essential  features  of  this  plan  were  the  creation  of  a  new  department 
of  the  army  known  as  the  Students'  Army  Training  Corps,  units  of  which 
were  to  be  established  at  colleges  under  special  regulations.  Students  who 
applied  and  were  permitted  to  enlist  in  this  corps,  thereby  became  soldiers 
in  the  army  of  the  United  States,  subject  to  active  service  at  the  call  of  the 
President.  They  were  to  be  placed  on  furlough  status  and  receive  no  pay  or 
allowance  until  called  to  active  duty.  It  was  announced  that  the  policy  of 
the  government  would  be  not  to  call  members  of  the  Students'  Army  Train- 
ing Corps  to  active  duty  until  they  either  completed  their  college  courses  or 
reached  draft  age,  whichever  occurred  earlier,  and  that  on  reaching  such  age 
they  be  required  to  register  with  the  local  board  and  become  subject  to  the 
selective  service  regulations.  Military  training  was  to  be  given  for  ten  hours 
a  week,  six  of  which  were  to  be  practical  military  work  and  the  other  four 
were  to  be  devoted  to  academic  studies  of  military  value. 

In  accordance  with  this  order  steps  were  immediately  taken  to  organize 
summer  camps  at  Plattsburgh,  Fort  Sheridan  and  Presidio.  All  institutions 
of  collegiate  grade  that  had  more  than  100  male  students  were  invited  to 
send  delegates  from  both  their  student-body  and  their  faculty  to  these  camps. 
The  camps  were  opened  on  July  18th,  with  an  enrollment  of  nearly  9,000 
men,  and  lasted  for  sixty  days.  It  was  intended  that  these  men  should  return 
to  the  institutions  from  which  they  came  to  act  as  assistant  instructors  of 
military  science  and  tactics  in  the  Students'  Army  Training  Corps  units.  But 
before  the  close  of  the  camps  the  new  plan  described  below  and  the  greatly 
increased  need  of  officers  led  to  the  commissioning  of  2,750  of  the  graduates  of 
these  camps. 

ADMINISTRATION 

16.  Immediately  after  the  issuance  of  the  Adjutant  General's  circular  of 
June  29th,  applications  for  units  of  the  new  corps  began  to  pour  in.  It  soon 
became  evident  that  the  administrative  machinery  of  the  Committee  would 
be  unable  to  handle  this  new  project,  and  it  was  therefore  decided  to  create 
a  new  division  of  the  organization  to  handle  this  collegiate  work.  An  organi- 
zation was  sketched  out  along  the  lines  that  had  proved  so  satisfactory  in  the 
vocational  training,  and,  upon  recommendation  of  the  Advisory  Board,  R.  C. 
Maclaurin,  President  of  the  Massachusetts  Institute  of  Technology,  was 
called  to  become  educational  director  of  this  new  collegiate  section  of  the 
Students'  Army  Training  Corps. 

President  Maclaurin  assumed  his  new  duties  on  July  17th.  He  at  once 
selected  twelve  district  educational  directors  and  called  them  to  a  conference 


24  HISTORY  AND  GENERAL  OPERATIONS 

in  Washington  to  draw  up  the  regulations  for  the  new  corps.     These  regu- 
lations are  printed  in  full  in  Appendix  D. 

For  the  purpose  of  establishing  co-operative  relations  with  the  educa- 
tional institutions,  arrangements  were  made  to  call  the  representatives  of  the 
colleges  to  three  conferences  held  at  different  places  about  the  same  time. 
These  were  held  on  August  25th  at  Presidio  for  the  western  colleges,  on 
August  29th,  in  Fort  Sheridan  for  the  central  colleges,  and  on  September  3d, 
in  Plattsburgh  for  the  eastern  colleges.  Both  military  and  civilian  delegates 
from  the  Committee  were  sent  to  each  of  these  conferences,  but  it  was 
extremely  difficult  for  them  to  explain  what  would  happen  because  the  plans 
were  at  this  time  in  process  of  fundamental  revision  on  account  of  the  sudden 
change  in  the  military  situation  as  described  in  the  next  section.  These  con- 
ferences were,  nevertheless,  valuable  in  attaining  cordial  co-operation  of  the 
college  authorities. 

SECOND  PLAN 

17.  On  August  6th,  after  about  250  units  had  been  authorized  on  the  first 
plan,  the  War  Department  announced  its  intention  of  asking  Congress  to 
I  extend  the  draft  ages  to  include  years  eighteen  to  forty-five.  This  would 
preclude  recruitment  by  enlistment,  and  hence  on  the  following  day  all  vol- 
untary enlistments  were  ordered  suspended.  These  two  actions  rendered 
the  administration  of  the  Students'  Army  Training  Corps  under  the  authori- 
zation then  prevailing  impossible.  The  proposed  lowering  of  the  draft  age 
to  eighteen,  coupled  with  the  announcement  that  the  men  within  the 
enlarged  draft  ages  would  all  be  called  within  a  year,  would  have  completely 
emptied  the  colleges  of  all  their  able-bodied  students.  The  order  prohibiting 
enlistment  made  it  impossible  for  the  students  to  enlist  voluntarily.  The  pas- 
sage of  the  bill  to  extend  the  draft  ages  was  fairly  certain,  so  the  Committee 
was  compelled  in  the  meantime  to  decide  whether  to  abandon  the  project 
altogether  or  to  continue  the  plan,  revised  to  meet  the  new  situation. 

Under  the  circumstances  it  seemed  improbable  that  with  the  likelihood 
of  a  call  to  the  colors  in  the  near  future  young  men  of  eighteen  and  nineteen 
would  have  returned  to  college  in  a  civilian  capacity,  and  there  was  no 
opportunity  for  voluntary  enlistment.  Many  of  these  young  men  would, 
therefore,  have  spent  their  time  in  idleness  and  in  a  state  of  uncertainty  and 
demoralization.  The  furlough  status  was  ruled  by  the  Judge  Advocate 
General  to  be  inappropriate,  inasmuch  as  the  students  would  actually  be 
performing  military  duties.  To  give  them  at  once  the  full  military  status 
and  to  have  them  profitably  employed,  while  at  the  same  time  mobilized  and 
ready  for  instant  service  seemed  the  only  reasonable  solution  of  the  problem. 

This  solution  also  met  the  urgent  necessities  of  the  military  situation. 


SECOND   PLAN  25 


The  German  retreat  had  begun.  Class  I  of  the  first  draft  was  exhausted. 
A  rapid  mobilization  of  our  full  man  power  and  the  increase  of  the  army  by 
about  2,000,000  men  had  been  decided  upon.  At  least  100,000  new  officers 
were  required  to  command  the  enlarged  army.  Experience  had  shown  that 
not  over  half  of  these  could  be  secured  from  the  men  called  through  the  draft. 
Some  rapid  means  of  selecting,  training  and  preparing  young  men  as  candi- 
dates for  officer  training  camps  had  to  be  provided.  The  Students'  Army 
Training  Corps  offered  a  solution  of  this  serious  problem.  It  was,  therefore, 
decided  to  revise  the  plan  and  thus  to  give  the  educational  institutions  the 
opportunity  of  serving  their  country  effectively  in  this  crisis. 

The  new  plan  differed  from  the  old  plan  first,  in  admitting  all  men  by 
voluntary  induction  instead  of  by  enlistment ;  second,  in  placing  them  on 
active  duty  immediately ;  and  third,  in  cutting  down  the  period  of  preliminary 
training  in  schools  to  nine  months  maximum  and  three  months  minimum.  On 
the  other  hand,  it  identified  college  training  with  national  service  by  providing 
that  all  physically  fit  men  students  over  eighteen  years  of  age  in  colleges 
might  be  voluntarily  inducted  into  the  army  as  soldiers  on  active  duty  and 
with  privates'  pay.  In  order  that  they  might  not  be  made  a  privileged  class 
enjoying  partial  immunity  from  draft,  they  were  divided  into  three  groups 
in  accordance  with  their  ages.  The  twenty-year  group  was  to  remain  three 
months  in  college  from  October  first,  the  nineteen-year  group  six  months, 
and  the  eighteen-year  group  nine  months.  By  this  arrangement  their  calls 
to  field  service  would  on  the  average  coincide  with  the  draft  calls  of  all  other 
men  of  like  ages. 

The  period  in  college  was  a  try-out  in  which  the  men  were  carefully  rated 
to  determine  their  qualifications  as  material  for  officers.  According  to  his 
achievement  while  in  college  the  student  would  be  sent  at  the  end  of  his 
prescribed  period  either  to  an  officers'  training  camp  or  to  a  cantonment.  A 
few  specially  qualified  in  technical  lines  such  as  medicine  and  engineering 
which  required  longer  training  might  be  retained  in  college  for  further  study 
if  the  needs  of  the  service  warranted  it. 

Since  the  members  of  the  S.  A.  T.  C.  were  on  active  duty  status  it  was 
necessary  that  their  living  conditions  conform  to  military  routine.  Hence  the 
colleges  were  required  to  furnish  barracks  facilities,  and  mess  accommoda- 
tions, a  requirement  that  caused  considerable  difficulty  particularly  in  city 
schools.  A  special  paragraph  was  included  in  the  man-power  bill  of  August 
31st  authorizing  the  Secretary  of  War  to  make  contracts  with  educational 
institutions  for  the  purpose  of  carrying  out  this  plan.  An  appropriation  of 
$54,000,000  was  set  aside  to  pay  for  housing  and  instruction  under  these  con- 
tracts.    Subsistence  was  paid  out  of  the  general  subsistence  fund. 

In  order  to  open  the  privileges  of  the  S.  A.  T.  C.  to  all  young  men  irre- 
spective of  their  academic  status,  the  vocational  training  detachments  then  in 


26  HISTORY  AND  GENERAL  OPERATIONS 

operation  under  control  of  the  Committee  were  made  the  vocational  section 
of  the  S.  A.  T.  C.  Any  man  with  a  grammar  school  education  might  then  be 
voluntarily  inducted  into  the  corps.  If  he  had  not  had  high  school  training, 
he  was  thus  given  an  opportunity  to  demonstrate  his  ability  to  imdertake 
the  officer  training  and  was  transferred  to  the  collegiate  section  as  soon  as 
his  fitness  was  demonstrated.  Conversely  students  who  had  been  admitted 
to  the  collegiate  section  but  who  were  found  unable  to  carry  the  work  there 
might  be  transferred  to  the  vocational  section  if  their  abilities  indicated  that 
this  was  desirable.  Authorization  was  also  given  to  transfer  men  from  depot 
brigades  at  the  cantonments  to  the  S.  A.  T.  C.  when  their  ratings  at  the 
cantonments  indicated  that  they  were  officer  material  but  did  not  yet  possess 
the  educational  qualifications  to  enter  the  central  officers'  training  camps. 

The  arguments  that  induced  the  War  Department  to  adopt  this  plan  in 
spite  of  the  large  expenditure  required  were :  first,  that  it  promised  to  furnish 
an  adequate  supply  of  officer  candidates  promptly;  second,  that  it  offered  a 
practical  means  of  speeding  up  mobilization  without  waiting  for  the  construc- 
tion of  additional  cantonments;  and  third,  that  it  provided  a  suitable  ad 
interim  status  for  the  younger  men  who  would  presumably  not  be  called  to 
the  colors  until  the  spring  of  1919.  The  capacity  of  the  colleges  was  estimated 
at  200,000  men,  or  the  equivalent  of  about  five  cantonments.  These  could  be 
added  to  the  training  facilities  immediately.  Besides,  the  cost  per  man  per 
day  at  the  colleges  had  been  proved  by  the  vocational  training  detachments 
to  be  somewhat  less  than  the  cost  at  cantonments.  The  proposal  therefore 
furnished  a  means  of  placing  immediately  200,000  more  men  in  training  at 
a  somewhat  less  cost  than  was  being  paid  for  those  already  under  discipline. 

The  plan  as  just  outlined  was  finally  approved  in  all  its  details  on  August 
28th  and  was  ready  for  issuance  to  the  colleges  on  the  passage  of  the  man- 
power bill  on  August  31.  (Appendix  E).  This  act  contained  the  following 
paragraph  as  section  7 :  "The  Secretary  of  War  is  authorized  to  assign  to 
educational  institutions,  for  special  and  technical  training,  soldiers  who  enter 
the  military  service  under  the  provisions  of  this  act  in  such  numbers  and 
under  such  regulations  as  he  may  prescribe;  and  is  authorized  to  contract 
with  such  educational  institutions  for  the  subsistence,  quarters,  and  military 
and  academic  instruction  of  such  soldiers." 

REORGANIZATION 

18.  In  response  to  the  call  for  volunteers  for  this  new  military  service, 
525  educational  institutions  responded.  (Appendix  F).  From  the  new 
registration  of  September  12,  the  committee  was  allotted  200,000  men  for 
distribution  among  these  colleges.  The  entire  enterprise,  vocational  and 
collegiate,  involved  responsibility  for  an  expenditure  to  June  30,  1919,  of 
nearly  two  hundred  million  dollars.    To  meet  this  situation  the  Committee's 


Recruits  Being  Inoculated 
Tuskegee  Institute 


Drill  on  the  pavement,  College  Ave.,  during  the  influenza  epidemic 
Michigan  School  of  Mines 


Sections  A  and  B  interior  of  barracks 
Tulane  University 


Weekly  recreation  night.     An  athletic  program  is  on. 
Oregon  State  Agricultural  College 


REORGANIZATION  ay 


administrative  organization  was  remodeled  according  to  the  following  plan. 
The  activities  of  the  Committee  were  divided  into  three  departments  known 
respectively  as  the  Military,  the  Educational  and  the  Business  Departments. 
Lieut.  Colonel  Clark  was  made  the  administrative  head  of  the  Military  Depart- 
ment, C.  R.  Mann  was  appointed  head  of  the  Educational  Department  and 
E.  K.  Hall,  Vice-President  of  the  Electric  Bond  &  Share  Company,  was  called 
from  New  York  to  be  director  of  the  Business  Department.  Each  of  these 
departments  was  divided  into  several  sections  as  shown  in  the  organization 
chart.  (Appendix  G).  Provision  was  made  for  a  large  increase  of  the  office 
force  in  the  central  office  in  Washington  and  in  the  twelve  district  offices. 
This  organization  was  in  effect  when  the  armistice  was  signed. 

The  month  of  September  was  one  of  most  concentrated  activity  for  the 
new  organization.  College  plants  had  to  be  inspected  and  units  authorized. 
Housing  facilities  had  to  be  improvised  and  quotas  assigned.  Medical  inspec- 
tion had  to  be  provided  and  a  new  routine  of  induction  established.  Q'uestions 
concerning  entrance  requirements  and  curricula  had  to  be  decided.  Teachers, 
equipment  and  officers  had  to  be  provided.  While  the  Committee  was  strug- 
gling to  administer  all  these  details  with  maximum  speed,  its  offices  were 
crowded  from  morning  till  night  with  college  presidents  and  other  executives, 
seeking  detailed  information  and  asking  special  interpretations  of  the  regula- 
tions to  fit  their  peculiar  local  conditions.  There  were  also  numerous  calls 
from  individual  students,  parents  and  congressmen,  to  ask  about  the  applica- 
tion of  the  regulations  to  special  cases.  Yet  in  spite  of  all  obstacles  and 
because  of  the  cordial  co-operation  of  the  educational  institutions,  the  impos- 
sible was  accomplished  and  the  Students'  Army  Training  Corps  was  formally 
mustered  into  service  on  October  first. 

NAVAL  AND  MARINE  UNITS 

19.  During  September  arrangements  were  completed  for  the  establish- 
ment of  naval  and  marine  corps  units  at  selected  institutions.  Six  of  the 
naval  units  were  large  and  in  charge  of  navy  officers,  but  in  the  remaining 
75  the  army  officer  was  in  command.  A  circular  was  sent  to  the  colleges  on 
September  24,  stating  the  conditions  under  which  these  units  were  established. 
(Appendix  H).  The  Committee  was  authorized  to  permit  12,000  of  the  200,000 
men  allotted  to  the  Students'  Army  Training  Corps  to  enlist  in  these  naval 
and  marine  corps  units. 

CURRICULA 

20.  The  general  schedule  that  was  adopted  for  all  institutions  called  for 
eleven  hours  of  military  training  and  forty-two  hours  of  academic  work  each 
week.  This  schedule  was  soon  found  to  be  excessive  and  was  reduced  just 
before  the  armistice  to  nine  hours  of  military  and  36  hours  of  academic  work. 
The  schedule  also  called  for  two  hours  of  supervised  study  each  day. 


28  HISTORY  AND  GENERAL  OPERATIONS 

Since  the  students  had  to  be  divided  into  three  groups  according  to  age 
because  of  the  requirements  of  the  draft  law,  it  was  suggested  that  the  time 
from  October  1st  to  July  1st  be  divided  into  three  periods  of  three  months 
each.  The  men  in  the  20-year  group  were  to  be  permitted  to  remain  three 
months,  and  hence  the  academic  work  had  to  be  assigned  to  subjects  with 
which  every  officer  must  have  some  acquaintance,  such  as  sanitation  and 
hygiene,  military  law,  surveying  and  map  making.  In  addition  each  student 
was  required  to  take  a  course  on  the  issues  of  the  war  as  described  in  the  next 
section.  This  left  no  time  for  elective  work  for  this  group  of  men.  A  special 
bulletin  describing  the  general  plan  proposed  was  issued  on  September  25. 
(Appendix  I). 

For  the  19-year-old  group,  which  was  expected  to  remain  in  college  six 
months,  it  was  possible  to  distribute  the  required  subjects  over  two  terms 
in  such  a  way  as  to  leave  the  opportunity  for  some  elective.  Similarly  the 
18-year-old  group  was  able  to  distribute  its  required  work  over  three  terms 
and  have  a  still  larger  margin  of  elective.  Several  variations  of  this  funda- 
mental course  were  suggested  for  special  corps  such  as  the  engineer,  motor 
transport  and  quartermaster. 

It  was  not  possible,  therefore,  to  follow  the  precedent  that  had  been  so 
successfully  used  in  the  vocational  section  and  define  the  result  that  must  be 
secured,  leaving  the  schools  free  to  achieve  that  result  by  their  own  methods. 
Hence  a  number  of  specialists  in  the  different  required  subjects  were  promptly 
called  to  Washington  and  asked  to  gather  from  the  Army  such  information  as 
was  possible  in  a  few  days  and  to  formulate  suggestions  concerning  curricula, 
contents  of  courses  and  hours  to  be  assigned  to  each  subject. 

In  addition  to  the  bulletin  which  defined  the  general  programs  for  all 
corps,  a  series  of  circulars  specifying  the  desirable  subject  matter  in  particular 
courses  was  issued  during  the  week  following.  These  covered  the  standard 
subjects  like  mathematics,  English,  French,  German,  government,  history, 
engineering,  astronomy.  They  were  prepared  on  the  plan  of  the  regulation 
college  syllabi  by  small  committees  of  specialists  in  each  field  and  include 
lists  of  topics  that  should  be  covered  in  each  course.  Altogether  25  of  these 
circulars  were  issued  between  September  18th  and  October  15th. 

It  was  obvious  to  the  Committee  that  the  problem  of  organizing  curricula 
to  meet  the  requirements  of  the  war  training  was  one  requiring  constructive 
experimentation  at  the  educational  institutions  in  cooperation  with  the  War 
Department.  These  bulletins  were  not  intended  as  prescriptions  but  as  exam- 
ples of  the  kind  of  instruction  that  seemed  most  likely  to  meet  the  necessities 
of  the  case. 

COURSE  SPECIALISTS 

21.  As  soon  as  these  bulletins  had  been  issued  the  Committee  called  a 
number  of  specialists  in  the  various  subjects  to  Washington  to  study  the 


COURSE  SPECIALIST  29 


requirements  for  the  various  types  of  officers  and  to  formulate  more  suitable 
definitions  of  the  content  of  the  courses.  These  men  began  work  by  visiting 
the  training  camps  and  discussing  with  army  officers  the  duties  of  the 
different  types  of  officers  as  was  done  in  the  vocational  section.  This  work 
was  in  progress  when  the  armistice  was  signed. 

WAR  ISSUES  COURSE 

22.  When  the  collegiate  section  of  the  Students'  Army  Training  Corps 
was  organized  it  was  at  once  decided  to  require  the  institutions  to  devote 
three  hours  a  week  to  an  expanded  course  on  the  Issues  of  the  War.  On 
September  10th  and  18th  memoranda  were  issued  giving  general  directions 
for  this  course  and  asking  the  colleges  to  report  to  the  Committee  the  name 
of  the  professor  placed  in  charge.     (Appendix  J.) 

The  Committee  felt  that  in  the  interest  of  morale  the  soldiers  should 
have  an  intelligent  understanding  of  the  cause  for  which  they  were  called  to 
fight.  They  should  therefore  know  something  about  the  historical  and  eco- 
nomic causes  of  the  war,  the  problems  of  government  which  have  played  so 
important  a  part  in  it,  and  the  national  ideals  of  the  various  countries  engaged 
in  the  struggle.  The  colleges  were  accordingly  requested  to  organize  a  course 
combining  the  points  of  view  of  history,  government,  economics,  philosophy, 
and  modern  literature.  In  a  normal  program  the  first  three  months  were 
to  be  given  to  the  historical  and  economic  causes  of  the  war,  the  second  three 
months  to  the  governments  of  the  various  countries  engaged,  and  the  third 
three  months  to  an  explanation  of  their  national  characteristics  and  ideals. 
The  course  was  to  be  combined  with  the  usual  elementary  course  in  English 
composition  whenever  possible,  in  order  to  economize  time  and  to  make  the 
work  of  the  course  more  effective  by  requiring  students  to  write  essays  on 
the  subjects  which  they  were  studying. 

At  the  time  of  the  signing  of  the  armistice  the  Committee  was  planning  | 
to  provide  an  elaborate  series  of  materials  for  the  direction  of  the  course  in 
the  collegiate  section.  A  brief  bibliography  was  issued  in  October.  The 
pamphlet,  "Questions  on  the  Issues  of  the  War,"  was  issued  early  in  Novem- 
ber. A  bulletin  announcing  that  the  maps  of  problem  areas  prepared  by  the 
American  Geographical  Society  for  the  House  Inquiry  would  be  made  avail- 
able for  the  War  Issues  Course,  was  issued  November  8th.  On  October  15th 
the  Committee  entered  into  an  agreement  with  the  World  Peace  Foundation 
by  which  the  Foundation  was  to  finance  the  publication  of  a  series  of 
pamphlets,  bibliographies,  and  syllabi  on  subjects  connected  with  the  War 
Issues  Course,  and  the  cooperation  of  various  other  outside  agencies  was 
secured.  Full  details  are  given  in  the  report  of  the  Director,  which  constitutes 
Part  4  of  this  report. 


30  HISTORY  AND  GENERAL  OPERATIONS 

TEACHERS 

23.  The  problem  of  retaining  teachers  was  found  in  the  vocational  section 
to  be  very  serious.  As  has  been  stated  arrangements  were  made  to  have 
essential  teachers  enlisted  in  the  Enlisted  Reserve  in  order  that  they  might 
remain  on  their  jobs.  When  the  plans  for  the  collegiate  section  were  maturing 
in  May,  steps  were  taken  to  get  authorization  to  handle  college  teachers  in 
the  same  way.  Since  the  control  of  the  Enlisted  Reserve  was  vested  in  the 
separate  staff  corps  it  was  necessary  to  have  that  control  transferred  to  the 
Committee.  After  a  number  of  weeks  of  negotiation  with  the  Provost  Marshal 
General  and  the  Staff  Corps,  authorization  for  this  change  was  finally  secured. 

Blanks  for  administering  this  enlistment  of  teachers  in  the  Enlisted 
Reserve  were  prepared  and  were  ready  for  distribution  to  the  colleges  early 
in  August.  Just  as  they  were  about  to  be  mailed  the  order  prohibiting  all 
enlistments  was  issued  and  this  method  of  retaining  teachers  had  to  be 
abandoned. 

Authorization  was  then  secured  to  detail  soldiers  who  had  the  proper 
qualification  to  schools  to  teach.  In  addition,  the  man-power  bill  placed  a 
more  liberal  interpretation  upon  the  grounds  for  exemption  by  including 
necessary  occupations,  and  it  was  agreed  that  teachers  in  schools  that  had 
contracts  with  the  War  Department  were  engaged  in  necessary  occupations. 
The  Committee  therefore  notified  the  colleges  that  they  should  claim  exemp- 
tion on  this  ground  for  teachers  who  were  necessary  to  carry  on  the  Students' 
Army  Training  Corps  work.     (Appendix  K.) 

RATING  AND  TESTING 

24.  The  time  was  so  short  between  the  passage  of  the  man-power  bill 
and  the  initiation  of  the  Students'  Army  Training  Corps  that  it  was  not 
possible  for  the  Committee  to  develop  an  adequate  system  of  selecting  the 
candidates  for  admission.  The  colleges  were  therefore  instructed  to  use  their 
ordinary  systems  of  college  admission  and  to  preserve  their  regular  standards. 
They  were  also  instructed  to  make  clear  to  the  entering  students  that  the  first 
three  months  were  a  period  of  trial  and  that  any  students  who  did  not  make 
good  would  be  transferred  to  cantonments. 

In  order  to  prepare  a  system  that  was  better  adapted  to  army  needs,  a 
section  on  Personnel  Methods  was  established  in  the  Education  Department, 
and  Mr.  A.  C.  Vinal  of  the  American  Telephone  &  Telegraph  Company  was 
called  to  be  director.  After  careful  consideration,  a  plan  of  admission  was 
devised.  Schools  were  notified  that  after  October  1  all  admissions  would 
be  on  this  new  plan.  Each  school  was  asked  to  establish  a  Personnel  Board, 
and  qualifications  of  the  applicant  were  determined  by  this  Board  on  the  basis 
of  a  written  statement  of  his  past  experience  and  educational  history,  a 
personal  interview  by  members  of  the  Board,  and  his  rating  by  the  standard 
army  intelligence  test. 


RATING  AND  TESTING  31 


In  order  to  administer  this  new  plan  twenty-four  District  Directors  were 
authorized  and  these  were  called  to  Washington  for  instructions  in  their  new 
duties.  Arrangements  were  made  with  the  Department  of  Psychology  of  the 
Surgeon  General's  Office  to  supply  the  schools  with  the  necessary  blanks  for 
the  intelligence  tests.  These  blanks,  together  with  the  instructions  for  using 
them,  were  mailed  on  November  14th. 

The  method  of  rating  and  sorting  the  men  in  college  for  the  purpose  of 
distributing  them  in  the  most  satisfactory  manner  among  the  several  corps 
was  devised  for  the  Committee  by  Professor  E.  L.  Thorndike  of  Columbia 
University.  This  plan  involved  two  steps ;  namely,  first,  to  select  all  students 
who  were  qualified  to  become  officers  in  any  branch  of  the  service,  and  second, 
to  distribute  these  qualified  men  among  the  various  corps.  Instructions  for 
administering  this  plan  were  in  preparation  when  the  armistice  was  signed. 

Since  the  administration  of  this  portion  of  the  work  involved  an  intimate 
knowledge  of  the  numbers  of  officer  candidates  required  by  the  several  corps 
and  the  close  cooperation  with  the  military  authorities,  the  section  on  Per- 
sonnel Methods  was  transferred  to  the  Military  Department  where  it  could 
work  more  intimately  with  Major  Peer's  section  on  Army  Needs. 

INITIATION 

25.  On  October  1st,  the  members  of  the  S.  A.  T.  C.  were  mustered  into 
the  service  simultaneously  at  all  the  525  units.  The  ceremony  took  place  at 
12 :00  M.  in  the  eastern  district,  at  11 :00  A.  M.  in  the  central  district,  at  10 :00 
A.  M.  in  the  mountain  district  and  at  9:00  A.  M.  in  the  western  district  so 
that  all  occurred  at  the  same  moment  of  time.  Special  messages  from  the 
President  of  the  United  States,  the  Secretary  of  War,  and  the  Chief  of  Staff 
were  read  and  the  orders  of  day  from  General  Rees,  Commander  in  Chief  of 
the  Students'  Army  Training  Corps,  were  presented  (Appendix  L).  At  this 
ceremony  approximately  140,000  new  recruits  were  added  simultaneously  to 
the  fighting  forces  of  the  nation. 

THE  INFLUENZA 

26.  The  Students'  Army  Training  Corps  had  hardly  begun  its  existence 
when  the  epidemic  of  influenza  swept  over  the  country.  Nearly  every  one 
of  the  units  was  seriously  affected  and  it  was  impossible  to  carry  on  either 
the  military  or  the  academic  work.  For  nearly  three  weeks  little  of  value  was 
accomplished  at  most  of  the  schools.  The  epidemic  was  also  responsible  for 
the  relatively  small  number  of  inductions,  as  many  of  the  students  who  had 
gone  to  the  schools  with  the  intention  of  joining  left  as  soon  as  the  epidemic 
threatened.  The  quotas  that  had  been  assigned  to  the  schools  indicated  that 
the  total  enrolment  would  be  not  less  than  185,000.  As  a  matter  of  fact 
142,000  were  actually  inducted. 


32  HISTORY  AND  GENERAL  OPERATIONS 

The  epidemic  also  compelled  the  Provost  Marshal  General  to  cancel  the 
calls  that  had  been  issued  for  the  middle  of  October.  These  calls  included 
about  25,000  men  for  the  vocational  units.  Since  the  men  could  not  be 
secured  at  that  time  a  large  number  of  the  vocational  schools  were  idle  for 
the  last  month  of  their  existence. 

OTHER  DIFFICULTIES 

27.  During  September  the  shortage  of  candidates  for  officer  training  camps 
became  acute.  The  chiefs  of  the  several  staffs  corps  appealed  to  the  Commit- 
tee to  relieve  this  shortage  from  the  Students'  Army  Training  Corps  which 
was  created  to  be  a  reservoir  of  officer  material.  For  some  time  the  Com- 
mittee resisted  this  pressure  but  finally  yielded  and  issued  calls  for  about 
8,000  men  to  be  selected  on  a  pro  rata  basis  from  the  larger  units.  Since  these 
men  had  not  been  in  school  more  than  two  weeks,  it  was  impossible  to  select 
them  on  the  basis  of  academic  records.  They  were  picked  out  by  the  com- 
manding officers  and  this  gave  undue  emphasis  to  the  idea  that  the  academic 
work  was  unimportant  and  the  military  work  the  only  thing  that  counted. 

This  idea  of  the  insignificance  of  the  academic  work  was  fostered  by  a 
number  of  the  young  officers  who  had  just  graduated  from  the  summer 
camps,  particularly  in  the  middle  west.  When  the  situation  was  presented 
to  the  Committee,  vigorous  steps  were  taken  to  counteract  it.  An  order  was 
sent  on  November  5th  to  all  commanding  officers  instructing  them  that  in 
rating  men  for  selection  for  officer  camps  a  weight  of  35  should  be  given  to 
intelligence  as  indicated  by  academic  records,  a  weight  of  25  to  character,  a 
weight  of  20  to  military  ability,  and  a  weight  of  20  to  physical  ability.  The 
commanding  officers  were  also  informed  that  neglect  of  academic  studies 
would  be  considered  evidence  of  low  morale.     (Appendix  M.) 

It  was  inevitable  that  525  officers  could  not  be  assigned  to  525  institutions 
in  such  a  way  that  complete  compatibility  of  temperament  between  the  mili- 
tary and  academic  authorities  would  always  result.  As  a  matter  of  fact  there 
were  a  number  of  cases  where  serious  differences  of  opinion  arose,  and  these 
caused  a  large  amount  of  friction  in  certain  places.  It  was  expected  that 
these  younger  officers  would  soon  be  relieved  and  to  a  large  extent  replaced 
by  officers  returning  from  overseas.  Under  the  conditions  the  fact  that  there 
were  not  more  such  cases  is  a  tribute  to  the  common  sense  and  devotion  of 
both  the  college  presidents  and  the  military  officers. 

These  and  many  other  minor  difficulties  were  in  process  of  removal  and 
surely  would  have  been  removed  had  there  been  time.  It  required  several 
months  to  bring  the  vocational  section,  comprising  157  schools,  into  smooth 
running  order,  and  it  is  certain  that  with  the  cordial  support  and  co-operation 
that  existed  between  the  Committee  and  the  schools,  the  collegiate  section 
would  in  a  few  weeks  have  come  into  equally  satisfactory  running  order. 


Detachment  at  Mess 
University  of  Wisconsin 


F:^-^^^ 


1 


Bakery  run  in  connection  with  the  mess  hall  in  which  all  bread  and  pastry  is  baked 

for  the  camp 
University  of  Texas 


Tuning  up 
Cornell  University 


/».•.' ixiw^«;  ."I 


Every  man  his  own  laundress.    Such  pictures  as  this  were  sent  home  to  mother  to  show 
what  her  boy  had  to  do  in  the  army 


DEMOBILIZATION  33 


DEMOBILIZATION 

28.  For  a  week  after  the  armistice  was  signed  the  Committee  discussed 
in  almost  continuous  session  the  question  of  what  to  do  with  the  Students' 
Army  Training  Corps.  Obviously  it  was  desirable  to  maintain  it  as  an  edu- 
cational experiment  and  as  an  organization  for  training  discharged  soldiers 
for  higher  usefulness  in  civil  life.  The  question  was  finally  decided  by  the 
ruling  of  the  Appropriations  Committees  of  Congress  to  the  effect  that  the 
appropriations  were  made  to  train  men  for  military  service  in  France  and 
their  use  for  any  other  purpose  would  be  construed  as  a  misuse  of  funds.  It 
was  for  this  reason  that  the  Committee  was  compelled  to  issue  the  order  for 
demobilization.  The  discharges  were  issued  as  rapidly  as  possible,  and  by 
December  20th  the  165,000  men  then  members  of  the  Students'  Army  Train- 
ing Corps  had  returned  to  their  civilian  status. 

LIQUIDATION  OF  CONTRACTS 

29.  The  demobilization  left  the  War  Department  with  680  contracts  with 
educational  institutions.  These  contracts  called  for  the  training  of  220,000 
soldiers  in  the  vocational  section  and  200,000  in  the  collegiate  section  prior  to 
June  30,  1919.  The  vocational  contracts  contained  definite  agreements  as  to 
the  price  per  man  per  day  based  upon  the  experience  of  the  past  six  months. 
The  collegiate  contracts  were  of  a  temporary  nature  and  provided  for  the 
closing  of  a  final  contract  as  soon  as  sufficient  data  had  been  accumulated  to 
enable  the  Committee  to  determine  the  price. 

The  problem  of  liquidating  these  contracts  was  at  once  taken  up  by  the 
Business  Department,  and  after  long  and  careful  study  a  form  of  claim  was 
agreed  upon  and  authorized  by  the  government  authorities.  The  representa- 
tives of  the  Committee  have  been  engaged  since  in  visiting  the  institutions 
and  adjusting  the  claims.  Up  to  date  of  going  to  press  (June  1,  1919)  676  of 
these  claims  have  been  finally  settled  to  the  satisfaction  of  both  contracting 
parties. 

RE-ESTABLISHMENT  OF  R.  O.  T.  C. 

30.  As  soon  as  the  order  for  demobilization  had  been  issued  the  Committee 
applied  for  authorization  to  re-establish  units  of  the  Reserve  Officers'  Train- 
ing Corps  at  schools  and  colleges.  This  authorization  was  issued  on  Novem- 
ber 23,  1918  (Appendix  N),  and  the  Committee  at  once  began  negotiations 
with  the  colleges  to  carry  out  the  provisions  of  the  order.  The  schools  re- 
sponded cordially  to  this  action  and  progress  is  being  made  toward  the 
development  of  a  permanent  policy  of  military  training  in  the  schools  in 
accordance  with  the  provisions  of  the  Defense  Act. 

REORGANIZATION  OF  THE  COMMITTEE 

31.  The  demobilization  having  been  completed,  the  Committee  began 
at   once   to   disband   its   administrative   force.     General   Rees   was   sent   to 


34  HISTORY  AND  GENERAL  OPERATIONS 

France  to  take  charge  of  the  development  of  educational  facilities  for 
officers  and  men  in  the  American  Expeditionary  Force  during  demobilization 
there.  Lieut.  Colonel  Clark  and  a  number  of  the  other  military  officers 
resigned  their  commissions  and  returned  to  civilian  life.  The  civilians  in  the 
employ  of  the  Committee  returned  to  their  peace-time  work. 

Colonel  F.  J.  Morrow,  of  the  General  Staff,  was  assigned  to  the  duties  of 
the  chairman  of  the  Committee,  and  Major  R.  B.  Perry  to  those  of  the  sec- 
retary. A  number  of  the  officers  of  the  permanent  army  were  assigned  to 
work  with  the  Committee  and  the  permanent  peace-time  organization  is  devel- 
oping rapidly. 


PART  II— MILITARY  ADMINISTRATION 

ORGANIZATION  OF  THE  MILITARY  DEPARTMENT 

32.  The  organization  of  the  Committee  on  Education  and  Special  Train- 
ing was  from  the  beginning  part  military  and  part  civilian.  Authority  was 
vested  in  a  military  committee  of  four,  but  this  committee  ordinarily  met 
together  with  the  Advisory  Board,  and  decisions  were  reached  as  a  result  of 
the  combined  judgment  of  all  present.  In  the  interval  between  meetings  the 
rulings  of  the  chairman  were  of  course  authoritative.  Associated  with  the 
military  committee  was  a  civilian  executive  secretary  whose  chief  duty  was 
that  of  securing  liaison  between  the  commissioned  and  civilian  personnel. 

For  the  first  four  months  after  the  organization  of  the  Committee  the  mem- 
bers divided  their  time  between  the  handling  of  requisitions  for  assignment 
and  transfer  of  technical  specialists  and  the  development  of  the  vocational 
training  sections.  In  both  of  these  functions  the  Committee  was  under  the 
direction  of  General  Jervey,  Director  of  Operations.  During  this  period  a 
system  was  built  up  for  apportioning  the  drafts,  making  special  calls,  dis- 
tributing men  throughout  the  army  and  deciding  how  they  should  be 
obtained.  As  the  army  grew  and  the  calls  for  men  increased,  the  need  for 
better  machinery  became  apparent.  Major  Kimball  of  the  Operations 
Division  was  assigned  to  the  work  and  in  co-operation  with  this  Committee 
and  the  Committee  on  Classification  of  Personnel,  a  more  effective  system 
of  handling  requisitions  and  apportioning  drafts  was  built  up  and  the  Com- 
mittee was  relieved  of  further  duty  in  this  matter.  Finally,  there  was  created 
in  August,  1918,  the  Personnel  Division  of  the  General  Staff,  and  all  problems 
connected  with  the  procurement  and  assignment  of  commissioned  personnel 
were  transferred  to  it. 

For  the  work  of  developing  the  National  Training  Detachments,  the  mili- 
tary organization  was  comparatively  simple.  The  secretary  of  the  Com- 
mittee, assisted  by  the  executive  secretary,  had  immediate  supervision  of  the 
general  administrative  functions  of  the  Committee.  An  executive  officer 
combined  the  duties  of  administrative  officer  with  supervision  of  commis- 
sioned personnel.  The  military  functions  were  divided  as  follows:  (1) 
supply,  (2)  contracts,  (3)  inductions,  (4)  persormel,  (5)  liaison  with  dif- 
ferent arms  and  staff  corps,  and  (6)  inspection.  There  were  ten  inspecting 
officers,  one  for  each  of  the  districts  into  which  the  country  was  divided. 

The  procedure  was,  briefly,  as  follows.  After  the  preliminary  educational 
inspection,  the  local  inspecting  officer  would  investigate  the  institution's  phy- 
sical facilities.  Upon  his  recommendation,  the  contract  was  drawn  and 
approved  and  an  officer  designated  for  the  institution  by  the  executive  officer. 
The  officer  in  charge  of  induction  then  prepared  the  necessary  requisitions  for 
the  Provost  Marshal  General,  who,  dealing  directly  with  the  local  boards, 
saw  that  the  number  of  men  covered  by  the  contract  was  mobilized  at  the 

35 


36  MILITARY  ADMINISTRATION 

institution  at  the  proper  time.  It  was  the  duty  of  the  officer  in  charge  of  sup- 
plies to  see  that  the  equipment  reached  the  institution  at  the  same  time  as  the 
men.  The  personnel  officer  was  in  charge  of  transfers  at  the  conclusion  of 
the  training  period  from  the  institution  to  the  organizations  to  which  the  men 
were  assigned  by  the  Division  of  Operations.  The  liaison  officer  studied  the 
needs  of  the  different  branches  of  the  service  with  a  view  to  securing  the  train- 
ing of  different  classes  of  technicians  in  the  numbers  needed,  and  with  a  view 
to  assisting  in  their  distribution. 

When  in  August,  1918,  the  scope  of  the  Committee's  work  was  greatly 
enlarged  by  the  establishment  of  the  Students'  Army  Training  Corps,  a 
general  reorganization  of  the  Washington  headquarters  was  carried  into 
effect.  This  reorganization  involved  a  greatly  increased  personnel  and  a  more 
highly  specialized  division  of  functions.  In  its  broad  principles  the  organiza- 
tion remained  the  same.  The  source  and  channels  of  authority  were  military, 
but  the  co-operation  of  civilian  agencies  was  recognized  in  co-ordinated 
branches  and  parallel  channels  of  commendation.  The  civilian  Advisory 
Board  was  co-ordinated  with  the  military  committee  proper.  The  civilian 
Educational  Department  and  the  civilian  Business  Department  were  co-ordi- 
nated with  the  Department  of  Military  Administration  and  Training.  The  sec- 
retary of  the  committee  exercised  a  double  function.  As  secretary  and  with 
the  assistance  of  the  executive  secretary,  he  was  the  chief  executive  of  the 
Committee  and  exercised  administrative  supervision  over  all  three  depart- 
ments, serving  virtually  as  chief  of  staff  to  the  chairman.  As  executive  officer 
he  was  in  immediate  charge  of  the  Department  of  Military  Administration  and 
Training.  Under  the  executive  officer  the  department  of  military  adminis- 
tration and  training  comprised  six  divisions. 

THE  DIVISION  OF  MILITARY  ADMINISTRATION 

33.  In  charge  of  the  administrative  officer  was  the  channel  by  which 
instructions  were  communicated  to  officers  on  duty  at  district  headquarters 
and  at  unit  headquarters.  This  office  exercised  the  functions  of  an  adjutant's 
office  and  was  at  the  same  time  responsible  for  co-ordination  within  the  mili- 
tary department,  inasmuch  as  all  the  instructions  issued  by  other  divisions 
had  to  be  approved  for  issue  by  the  administrative  officer.  The  most  impor- 
tant task  of  this  division  was  the  publication  and  compilation  of  the  adminis- 
trative memoranda  which  contained  the  instructions  for  commanding  officers. 
The  rapidity  with  which  the  plans  of  the  Commitee  were  changed,  owing  to 
rapid  changes  in  the  policy  of  the  War  Department  and  the  govern- 
ment, made  this  task  a  peculiarly  arduous  and  complicated  one.  At  the  time 
of  the  signing  of  the  armistice  this  office  was  engaged  in  compiling  adminis- 
trative memoranda  with  a  view  to  correcting  conflicting  instructions  and 
placing  in  the  hands  of  each  commanding  officer  a  complete  set  of  regulations. 


,  V 


Contest  in  Drilling 
Michigan  School  of  Mines 


Contest  in  Drilling  (near  view) 
Michigan  School  of  Mines 


Calisthenics 

College  of  the  City  of  New  York 


Instruction  in  firing 
Cornell  University 


MILITARY  ADMINISTRATION  37 

This  office,  being  charged  with  immediate  supervision  of  work  in  the  field, 
bore  the  burden  of  the  acute  difficulties  arising  from  the  influenza  epidemic, 
requiring  changes  in  the  mobilization  plans,  medical  and  hospital  facilities, 
quarantine  arrangements,  etc.  This  office  was  also  in  immediate  charge  of 
the  inspection  of  housing  and  messing  conditions,  and  up  to  November  1st, 
was  in  charge  of  preparing  contracts  for  the  units  of  the  vocational  section. 

THE  OFFICER  PERSONNEL  DIVISION 

34.  Up  to  July  the  matter  of  officer  personnel  had  been  included  within 
the  work  of  the  executive  officer.  With  the  establishment  of  the  collegiate 
section  of  the  Students'  Army  Training  Corps,  the  question  of  officer  procure- 
ment immediately  became  one  of  first  importance.  The  comparatively  small 
number  of  officers  required  by  the  National  Army  Training  Detachments 
(about  750  in  all)  had  been  obtained  mainly  from  the  officers  commissioned 
from  the  second  series  of  training  camps.  With  the  establishment  of  col- 
legiate units  in  all  the  colleges  of  the  country,  it  became  evident  that  approxi- 
mately four  thousand  officers  would  be  needed.  It  was  expected  that  in  time 
these  would  be  largely  supplied  by  officers  returning  from  overseas.  Mean- 
while, however,  it  was  necessary  to  obtain  officers  at  once  in  order  to  have 
them  on  duty  at  the  colleges  for  preliminary  preparation  before  October  1st. 
This  task  at  first  seemed  hopeless,  but  was  completed,  thanks  to  the  energy 
and  initiative  of  the  commissioned  personnel  officer.  The  existing  sources  of 
supply  for  these  officers  were  as  follows : 

(a)  Officers  already  on  duty  at  institutions  with  National  Army  Training 

Detachments,  with  scattering  additions  from  depot  brigades  and 
hospitals    788 

(b)  Retired  officers  on  duty  with  institutions,  chiefly  those  maintaining 

units  of  the  Reserve  Officers'  Training  Corps 109 

(c)  Instructors     from     the     special     Students'     Army     Training     Corps 

camps,  held  July  15th-September  15th,  many  of  whom  had  been 
held  over  from  the  Reserve  Officers'  Training  Corps  camps,  held 
June,  1919   184 

(d)  Officers  obtained  from  the  air  service,  mainly  officers  released  from 

ground  schools  and  examining  boards 89 

(e)  Quartermaster  corps    104 

(f)  Miscellaneous    24 

The  supply  obtained  from  the  six  sources  above  was  hopelessly  insuffi- 
cient. Authority  was  therefore  obtained  to  commission  qualified  men 
from  the  two  months'  camps  then  being  held  at  Plattsburg,  Fort  Sheridan, 
and  the  Presidio,  and  the  number  so  commissioned  was  2,618.  In  many  cases 
these  officers  were  too  young  and  inexperienced  suitably  to  perform  the  task 
imposed  on  them.  Their  lack  of  tact  and  personal  prestige,  often  prejudiced 
their  relations  with  the  presidents  and  faculties  of  the  institutions  at  which 


65611 


38  MILITARY  ADMINISTRATION 

they  were  on  duty.  It  was  the  intention  of  the  Committee  to  replace  these 
officers  as  rapidly  as  possible  by  experienced  officers  returning  from  overseas. 
550  of  these  newly  commissioned  officers  were  held  over  for  one  week  at  the 
training  camps  in  order  to  receive  special  instructions  in  paper  work,  and 
were  then  assigned  to  different  institutions  as  personnel  adjutants.  This 
also  was  a  temporary  measure  and  these  men  were  promised  active  duty  in 
the  field  as  soon  as  their  places  could  be  filled  by  older  men  with  executive 
and  academic  experience.  Under  the  circumstances,  however,  the  use  of 
these  men  was  unavoidable  and  their  services  proved  indispensable. 

The  division  of  officer  personnel  was  subdivided  into  a  section  of  procure- 
ment and  assignment,  and  a  section  of  records  and  orders. 

THE  DIVISION  OF  SUPPLY  AND  EQUIPMENT 

35.  This  division  under  the  charge  of  the  supply  officer  was  confronted 
with  difficulties  even  more  serious  than  those  confronted  by  the  officer  per- 
sonnel division.  The  problem  of  the  distribution  of  supplies  to  a  large  num- 
ber of  scattered  points,  and  the  uncertainty  as  to  the  precise  number  of  men 
to  be  equipped,  presented  novel  administrative  difficulties.  The  priorities 
question  was  at  all  times  a  serious  question,  and  it  was  impossible  to  carry  out 
any  consecutive  or  consistent  program  inasmuch  as  the  Students'  Army 
Training  Corps  had  to  depend  upon  the  same  general  source  of  supply  as 
other  branches  of  the  army,  and  was  compelled  always  to  give  way  to  the 
more  pressing  needs  of  organizations  to  be  sent  overseas.  The  shortage  of 
wool  limited  the  supply  of  woolen  uniforms  and  overcoats.  The  Students' 
Army  Training  Corps,  like  other  military  activities,  was  also  seriously 
crippled  by  the  congestion  of  freight  and  express  traffic,  and  by  the  fact  that 
the  enlarged  mobilization  program  was  put  into  operation  so  quickly  that 
the  Quartermaster  General  did  not  have  time  to  provide  the  necessary 
increased  purchasing  and  manufacturing  facilities.  There  were  many  vexa- 
tious delays  and  disappointments,  but  it  is  not  clear  that  under  the  circimi- 
stances  this  service  could  have  been  improved. 

The  amounts  of  equipment  distributed  before  November  11,  1919,  includ- 
ing small  amounts  already  available  at  institutions  maintaining  National  Army 
Training  Detachments  or  units  of  the  Reserve  Officers'  Training  Corps,  were 
approxim.ately  as  follows : 

Cots     164,000 

Mattresses  152,000 

Mattress  covers  and  bedsacks 313,500 

Blankets    438,500 

Rifles 194,250 

Cotton  uniforms    147,687 

Woolen  uniforms    64,967 

Overcoats    115,000 

Trucks    1,400 


DIVISION  OF  SUPPLY  AND  EQUIPMENT  39 

The  above  figures  do  not  include  the  considerable  equipment  issued  for 
purposes  of  technical  instruction.  For  example  motor  equipment  sufficient 
for  the  training  of  1,000  men  was  on  hand  at  each  of  the  five  larger  schools  for 
motor  transport  training. 

The  most  serious  shortages  and  delays,  in  view  of  the  approaching  cold 
weather,  were  those  affecting  the  supply  of  blankets,  woolen  uniforms  and 
overcoats.  Every  effort  was  made  to  meet  this  difficulty.  Commanding  offi- 
cers were  instructed  to  permit  the  wearing  of  warm  civilian  clothes  where 
necessary,  and  early  in  October  were  authorized  to  purchase  blankets  in  the 
open  market ;  and  arrangements  were  made  with  the  Red  Cross  to  supply  the 
men  with  sweaters. 

The  cancellation  of  the  November  draft  made  available  an  abundance  of 
woolen  uniforms  and  overcoats,  and  the  problem  then  became  wholly  one  of 
distribution.  Authority  was  obtained  to  ship  by  express  instead  of  freight. 
It  had  proved  necessary  in  the  summer  to  handle  the  equipment  problem  from 
Washington,  owing  to  the  rapidity  with  which  the  situation  changed,  and 
owing  to  a  similar  centralization  in  the  ordnance  and  quartermaster  depart- 
ments. But  steps  were  now  taken  to  decentralize,  and  to  bring  the  zone 
supply  officers  into  telegraphic  and  telephonic  communication  with  each  insti- 
tution whose  needs  were  not  yet  supplied.  As  a  result  of  these  and  similar 
efforts  approximately  every  member  of  the  Students'  Army  Training  Corps 
was  furnished  a  wool  uniform  before  his  discharge. 

THE  ENLISTED  PERSONNEL  DIVISION 

36.  This  division  underwent  a  gradual  development  and  was  at  the  time 
of  the  signing  of  the  armistice  assuming  greater  and  greater  magnitude  and 
importance.  The  mobilization,  distribution  and  transfer  of  members  of  the 
Students'  Army  Training  Corps  was  a  problem  requiring  most  careful  study 
and  the  closest  and  most  co-operative  relations  with  other  branches  of  the 
War  Department.  To  this  division  fell,  in  the  first  place,  the  problem  of 
studying  the  needs  of  the  army  with  a  view  to  adjusting  to  these  needs  the 
quantities  and  types  of  men  trained,  and  with  a  view  to  improving  the  methods 
so  that  the  product  should  be  as  nearly  as  possible  fitted  to  actual  army  con- 
ditions. The  complexity  and  importance  of  this  problem  led  to  the  creation 
of  a  committee  on  army  needs,  of  which  the  enlisted  personnel  officer  was 
chairman,  but  which  included  also  several  members  of  the  advisory  board  and 
of  the  educational  department. 

The  problem  of  mobilization  required  close  contact  with  the  office  of  the 
Provost  Marshal  General.  A  new  method  of  induction  was  authorized  for  the 
special  purpose  of  the  collegiate  section  of  the  Students'  Army  Training 
Corps.  This  method  permitted  the  induction  to  be  made  at  the  institution 
through  the  officer  on  duty,  but  required  the  issue  to  the  institution  of  the 
necessary  number  of  competent  orders  in  blank,  and  required  the  action  of 


40  MILITARY  ADMINISTRATION 

two  local  boards,  the  local  board  of  origin  at  the  student's  home  and  the  local 
board  of  transfer  in  the  vicinity  of  the  institution  which  he  attended.  The 
delays  inherent  in  making  these  transfers  were  often  so  great  that  at  time  of 
the  signing  of  the  armistice  many  men  who  had  been  on  duty  with  units 
from  the  beginning  had  not  yet  been  completely  inducted.  To  this  method  of 
induction  was  also  added  the  method  of  voluntary  induction  by  individual 
application  requiring  the  use  in  each  case  of  a  special  competent  order  from 
Washington.  Added  to  these  two  forms  of  induction  was  the  transfer  of  the 
enlisted  reserve  corps  to  active  duty  with  the  Students'  Army  Training  Corps. 
The  enlisted  reserve  corps  had  been  used  as  a  means  of  giving  military  rec- 
ognition and  exemption  from  the  draft  to  students  of  engineering  and  medicine 
whom  it  was  desired  for  military  reasons  to  have  continue  at  their  technical 
studies.  This  provision  was  absorbed  in  the  more  comprehensive  Students' 
Army  Training  Corps  plan  and  the  members  of  the  enlisted  reserve  corps  who 
had  formerly  been  on  inactive  duty  and  conducting  themselves  as  civilians 
were  now  to  become  members  of  the  Students'  Army  Training  Corps  on  a  par 
with  the  newly  inducted  men.  This  transfer  was  to  be  effected  by  the  com- 
manding generals  of  the  territorial  departments,  but  was  so  greatly  delayed 
that  many  of  these  men  also  had  not  assumed  a  full  active  duty  status  before 
the  signing  of  the  armistice.  Meanwhile,  the  vocational  sections  were  being 
recruited  by  the  old  method  of  requisitions  on  local  boards.  The  whole 
problem  of  recruitment  was  thus  extremely  complicated  and  remained  so  up 
to  the  time  of  the  signing  of  the  armistice.  It  was  hoped  at  an  early  date  to 
reduce  all  recruitment  in  the  collegiate  sections  to  the  method  of  voluntary 
individual  inductions. 

Another  aspect  of  the  work  of  this  division  was  the  distribution  of  the 
product.  This  required  close  liaison  with  the  Operations  Division  of  the 
General  Staff,  and  with  the  several  arms  and  staff  corps.  It  was  estimated 
late  in  September  that  the  officers'  schools  would  need  about  5,000  men  per 
month  from  the  collegiate  section  of  the  Students'  Army  Training  Corps  for 
the  months  of  October,  November  and  December,  and  that  at  least  this  rate 
would  be  maintained  throughout  the  academic  year.  As  the  situation  devel- 
oped there  was  every  indication  that  this  rate  would  be  exceeded.  The  com- 
mittee endeavored  to  obtain  a  table  of  monthly  requirements  with  official 
requisitions  from  the  chiefs  of  the  several  services  concerned.  At  the  time  of 
the  signing  of  the  armistice  the  following  requisitions  had  been  received  for 
monthly  deliveries  to  officers'  schools:  infantry,  2,750;  field  artillery,  2,000; 
coast  artillery,  500;  air  service,  1,870;  machine  gun  service,  300.  The  total 
number  of  men  sent  to  officers'  schools  before  July  1st,  would,  on  the  basis  of 
these  estimates,  certainly  have  exceeded  50,000.  Before  November  11th, 
8,642  candidates  had  already  been  sent  to  officers'  schools,  and  122  to  non- 
commissioned officers'  schools.     These  were  distributed  in  approximately  the 


Battalion  at  drill 
Princeton  University 


Inspection  by  Major  General  C.  A.  F.  Flagler 
Springfield  Technical  High  School 


r" 

^.JSeimm 

. 

'■„jj^mas 


A  lecture  at  Columbia  University 


Carpentry.     Making  a  tank 
Atlanta  University 


ENLISTED  PERSONNEL  DIVISION  41 

ratio  of  the  above  requisitions,  among  infantry,  field  artillery,  coast  artillery, 
motor  transport  service,  air  service,  quartermaster  corps  and  machine  gun 
service. 

The  sudden  demands  for  men  to  be  sent  to  the  officers'  schools  led  to  the 
transfer  of  men  from  the  collegiate  section  of  the  Students'  Army  Training 
Corps  at  an  earlier  date  than  had  been  anticipated,  which  further  complicated 
the  already  confused  situation  during  the  period  of  organization.  It  was 
planned  that  as  soon  as  the  emergency  demands  were  met  the  transfers  to 
officers'  schools  should  be  made  only  at  the  close  of  each  three-months'  term ; 
in  other  words,  on  January  1,  April  1,  and  July  1. 

THE  MILITARY  TRAINING  DIVISION 

37.  This  division  prepared  schedules  of  practical  military  training  for  the 
Students'  Army  Training  Corps  units.  It  had  been  planned  to  enlarge  this 
division  by  including  an  expert  on  physical  training  and  by  the  preparation  of 
special  manuals.  The  practical  military  training  conducted  at  Students' 
Army  Training  Corps  units  was  confined  to  elementary  and  basic  work,  as 
the  greater  part  of  each  member's  time  was  set  aside  for  class-room  studies. 
The  schedules  were  arranged  to  lay  the  ground  for  the  intensive  training  of 
the  officers'  schools,  and  to  afford  a  basis  for  determining  the  candidates' 
merits  and  special  aptitudes. 

THE  SECONDARY  SCHOOL  DIVISION 

38.  This  division  was  never  completely  organized,  but  much  attention  was 
given  to  the  problem  of  secondary  schools,  and  a  comprehensive  plan  for  a 
Junior  Reserve  was  provisionally  drafted.  There  were  many  boys  of 
18  years  of  age  in  secondary  schools,  and  still  more  who  would 
have  reached  that  age  in  the  near  future.  It  was  thought  desirable  that  these 
boys  should  be  prepared  as  rapidly  as  possible  for  admission  to  the  collegiate 
section  of  the  Students'  Army  Training  Corps,  and  that  meanwhile  they 
should  be  brought  within  the  scope  of  the  great  national  movement  through 
forms  of  training  and  service  suited  to  their  age  and  consistent  with  the  un- 
interrupted continuation  of  their  schooling.  The  secondary  school  division 
did  a  very  valuable  service  in  conducting  an  extensive  correspondence  with 
secondary  school  teachers,  parents  and  students,  and  in  seeking  to  allay  the 
unrest  which  they  felt.  It  was  insisted  at  all  times  that  a  student  in  secondary 
schools  under  the  age  of  18,  could  best  serve  his  country  by  strictly  attending 
to  his  school  work  and  thus  preparing  himself  in  body  and  mind  for  service 
when  called  to  the  colors. 

Military  training  in  secondary  schools  was  encouraged  and  organized 
under  the  provisions  of  existing  legislation  by  issuing  about  5,000  Springfield 
rifles,  caliber  .30,  to  secondary  schools  under  the  act  of  April  27,  1914;  by 
aiding  schools  in  securing  instructors  for  military  training ;  and  by  developing 


42  MILITARY  ADMINISTRATION 

and  putting  into  operation,  in  co-operation  with  the  labor  department,  a  plan 
for  bringing  in  disabled  foreign  officers  as  instructors.  The  units  of  the 
Reserve  Officers'  Training  Corps  already  organized  in  secondary  schools  were 
administered,  equipped  and  encouraged  by  this  division,  which  also  handled 
the  question  of  exemption  of  essential  secondary  school  teachers. 

THE  MEDICAL  DIVISION 

39.  The  medical  problem  which  confronted  the  committee  was  a  two-fold 
problem,  embracing  medical  education  and  the  medical  care  of  the  members 
of  the  Students'  Army  Training  Corps.  In  May,  1918,  an  officer  was  detailed 
to  the  committee  to  represent  the  office  of  the  Surgeon  General.  Further  per- 
sonnel was  added  to  provide  for  dental  and  veterinary  surgery  and  for 
pharmacy.  Under  the  supervision  of  these  officers,  who  formed  a  special  sec- 
tion of  the  collegiate  division  of  the  educational  department.  Students'  Army 
Training  Corps  units  in  medicine,  veterinary  medicine,  dentistry  and  phar- 
macy were  established  at  suitably  qualified  institutions,  and  special  studies 
were  made  with  a  view  to  introducing  intensive  courses  of  instruction  with 
military  applications. 

The  larger  problem  of  medical  care  was  at  first  handled  by  the  same  per- 
sonnel. The  problem  of  medical  officers  for  duty  with  Students'  Army  Train- 
ing Corps  units  was  a  most  serious  one.  178  officers  were  available  as 
already  on  duty  with  National  Army  Training  Detachments.  To  meet  the 
greatly  increased  demand  of  the  Students'  Army  Training  Corps  both  for 
medical  care  and  for  physical  examination,  a  much  greater  number  was 
needed.  As  medical  officers  were  not  available  it  was  necessary  to  secure 
contract  surgeons,  who  were  civilian  physicians  residing  in  the  neighbor- 
hood of  the  institutions  and  receiving  a  temporary  appointment  from  the 
War  Department.  755  such  surgeons  were  appointed  and  the  medical  per- 
sonnel at  Students'  Army  Training  Corps  units  eventually  reached  the  fol- 
lowing figures: 

Contract  surgeons    755 

Medical  officers 196 

Dental  officers 155 

1106 

The  influenza  epidemic  occurred  before  proper  plans  for  hospital  facilities 
were  completed,  and  special  arrangements  for  hospital  care,  nurses  and  attend- 
ants had  to  be  made  locally  to  tide  over  the  emergency.  The  mortality  was 
much  smaller  than  might  reasonably  have  been  expected  and  compared  favor- 
ably with  the  results  in  army  camps  and  even  in  the  community  in  general. 
The  medical  care  of  the  Students'  Army  Training  Corps  was  eventually  (after 
Oct.  15,  1918),  handled  directly  from  the  Surgeon  General's  office  under  the 
charge  of  an  officer  detailed  for  the  purpose  in  the  division  on  sanitation. 


MEDICAL  DIVISION  43 


DISTRICT  OFFICERS 

40.  In  order  to  provide  a  suitable  amount  of  decentralization  twelve  terri- 
torial districts  were  established  with  representatives  of  the  major  departments 
and  divisions  of  the  Washington  organization.  District  headquarters,  with 
suitable  office  space  and  clerical  help  were  established  at  Boston,  Mass.,  New 
York,  N.  Y.,  Philadelphia,  Pa.,  Raleigh,  N.  C,  Nashville,  Tenn.,  Columbus, 
Ohio,  Chicago,  111.,  Minneapolis,  Minn.,  Kansas  City,  Mo.,  Austin,  Texas,  San 
Francisco,  California,  and  Helena,  Montana.  The  officers  and  civilians  on 
duty  at  district  headquarters  served  as  a  channel  of  communication  between 
the  Washington  Committee  and  the  many  units  in  the  field,  and  the  inspectors 
visited  these  units  with  a  view  to  offering  suggestions,  standardizing  the 
work,  and  overcoming  minor  difficulties. 

In  order  to  obtain  better  co-ordination  among  all  the  representatives  in 
the  field,  and  between  these  representatives  and  the  headquarters  organiza- 
tion, a  series  of  sectional  conferences  were  held;  for  districts  1,  2,  3,  and  4, 
in  New  York,  October  14-15;  for  districts  5,  6,  7,  and  8,  in  Chicago,  October 
17-18;  and  for  districts  9,  10,  11,  and  12,  in  Kansas  City,  October  21-22.  Each 
conference  was  attended  by  all  the  district  representatives  of  the  four  districts 
comprising  the  section,  and  by  representatives  of  the  different  departments 
and  divisions  of  the  committee  in  Washington. 


Concrete  construction 
Purdue  University 


Carpenter  Class 
Howard   University 


HiHilBMMHBB 

Tents  used  during  the  influenza  epidemic 
University  of  California 


First  detachment  ready  to  leave 
University  of  Kentucky 


Concrete  construction 
Purdue  University 


Carpenter  Class 
Howard  University 


mBSEBBH 

Tents  used  during  the  influenza  epidemic 
University  of  California 


First  detachment  ready  to  leave 
University  of  Kentucky 


PART  III— BUSINESS  ADMINISTRATION 
ORGANIZATION 

41.  With  the  rapid  expansion  of  the  S.  A.  T.  C,  consequent  upon  the 
passage  of  the  Man  Power  Act,  a  third  problem  was  added  to  those  of  an 
educational  and  military  nature  already  existing.  The  establishing  of  con- 
tractual relations  with  nearly  700  institutions  involving  a  probable  expendi- 
ture of  over  one  hundred  million  dollars  with  the  conduct  and  audit  of  the 
financial  operations  arising  from  this  large  disbursement  called  for  the 
organizing  of  a  business  department  commensurate  with  the  importance  of 
the  work  it  would  be  called  upon  to  perform.  Mr.  E.  K.  Hall,  vice-president, 
Electric  Bond  &  Share  Company  of  New  York  City,  was  asked  to  organize 
and  conduct  a  department  which  should  handle  all  financial  matters  arising 
out  of  contract  relations  with  the  educational  institutions  and  entered  upon 
the  duties  of  business  director  on  September  10. 

Primarily  the  work  of  the  department  divided  itself  into  that  transacted 
(1)  in  Washington,  and  (2)  through  the  district  or  field  headquarters,  twelve 
in  number,  each  the  same  as  to  location  and  extent  of  jurisdiction  as  the  mili- 
tary and  educational  districts. 

For  routine  purposes  the  work  at  Washington  headquarters  was  arranged 
to  fall  into  four  divisions,  each  reporting  to  the  business  director. 

1.  Field  Service — with  Mr.  Henry  H.  Hilton,  the  assistant  business 
director,  at  its  head.  The  Field  Service  of  this  division  was  handled  by  dis- 
trict business  managers. 

2.  Contract  Accounts — handling  all  the  vouchers  arising  out  of  the  rela- 
tions with  the  colleges,  Mr.  W.  R.  Gray,  Dean  of  Tuck  School  of  Administra- 
tion and  Finance  at  Dartmouth  College,  being  its  chief.  The  Field  Service  of 
this  division  was  handled  through  district  accountants. 

3.  Administration  Accounts — having  as  its  Chief  Mr.  F.  W.  Hunnewell, 
Comptroller  of  Harvard  University. 

4.  Office  Service — with  Mr.  Ernest  Hartford,  Assistant  Secretary  of  the 
American  Society  of  Mechanical  Engineers,  as  manager. 

To  each  district  was  assigned  a  business  manager  and  one  or  more  district 
accountants.  Enthusiastic  desire  for  patriotic  service  made  possible  the 
speedy  selection  for  these  important  positions  of  especially  well  equipped  men 
with  large  business  experience  who  cheerfully  left  important  personal  engage- 
ments in  order  to  take  up  this  difficult  and  exacting  work. 

CONTRACTS 

42.  Vocational  contracts  had  for  some  months  been  in  force  and  had  taken 
on  a  definite  form  both  as  to  duties  and  obligations  of  the  contracting  institu- 
tions on  the  one  hand  and  the  remuneration  to  be  paid  by  the  government  on 

45 


46  BUSINESS  ADMINISTRATION 

the  Other.  The  intended  establishment,  however,  upon  October  1 — then  only 
two  weeks  distant — of  approximately  550  collegiate  units  introduced  new  con- 
ditions and  necessitated  a  new  form  of  contract  for  which  there  should  later 
be  substituted  a  permanent  contract  covering  the  period  October  1,  1918,  to 
July  1,  1919. 

To  establish  a  temporary  basis  upon  which  the  important  obligations  to 
the  colleges  could  be  met,  25  cents  per  day  for  housing  and  75  cents  per  day 
for  subsisting  each  student  soldier  was  adopted.  The  price  for  instruction 
was  based  upon  the  tuition  rate  of  each  contracting  institution,  reduced  to  a 
per  diem  basis.  Except  as  to  tuition,  these  rates  were  tentative  and  intended 
later  to  be  corrected  when  experience  through  actual  operation  should  be 
available. 

The  crying  need,  however,  was  for  instant  and  vigorous  action.  A  proud 
page  of  war-time  history  will  be  that  which  tells  of  the  patriotic  zeal  and 
enthusiasm  with  which  the  colleges  of  the  nation,  through  their  responsible 
heads,  met  this  call  for  quick  action  and  sincere  service.  Within  seemingly 
impossible  time  limits  and  in  spite  of  most  discouraging  conditions,  necessary 
buildings  were  built,  or  existing  accommodations  remodeled  and  adapted  to 
soldier  requirements.  Hotels,  offices,  libraries  and  even  chapels  became  for 
the  time  being  barracks  or  hospitals.  The  security  for  this  investment  was 
the  nation's  good  faith,  pledged  by  its  officials  and  in  the  terms  of  the  tempo- 
rary contract. 

AFTER  DEMOBILIZATION 

43.  With  the  demobilization  on  December  20,  of  all  S.  A.  T.  C.  units, 
made  possible  by  the  unexpectedly  early  ending  of  active  warfare,  the  work 
of  the  business  department  changed.  There  were  then  in  existence  157  con- 
tracts for  vocational  training  and  530  collegiate  contracts. 

The  demobilization  of  the  Students'  Army  Training  Corps  necessitated  the 
immediate  suspension  of  all  these  contracts,  practically  all  of  which  by  their 
terms  were  to  be  in  effect  until  July  1,  1919.  The  educational  institutions  of 
the  country  were  confronted  with  a  most  serious  and  distressing  situation. 
Their  routine  day  to  day  revenue  from  the  government  was  unexpectedly  and 
abruptly  terminated.  They  had  been  unable  by  reason  of  the  new  conditions 
at  the  beginning  of  the  college  year  to  collect  their  tuition  and  other  charges 
in  advance  as  in  normal  years.  It  was  certain  that  many  of  their  soldier 
students  would  not  continue  as  civilians,  and  in  few,  if  any,  of  the  institutions, 
was  there  any  certainty  as  to  the  size  of  their  enrollment  after  January  1st. 
Added  to  these  complications  was  the  fact  that  the  institutions  had  on  the 
strength  of  their  government  contracts  borrowed  millions  of  dollars  for  the 
purpose  of  carrying  through  the  Students'  Army  Training  Corps  training 
until  the  1st  of  July.    This  money  had  been  expended  for  barracks,  mess  halls. 


AFTER  DEMOBILIZATION  47 

alterations  to  buildings,  preparations  for  drill  grounds,  special  equipment,  etc. 
As  the  president  of  one  of  the  oldest  and  largest  of  the  universities  expressed 
it,  "The  institutions  of  higher  learning  throughout  the  United  States  are  liter- 
ally threatened  with  bankruptcy  and  receiverships." 

The  business  department  was  called  upon  to  assume  the  responsibility  of 
devising  and  putting  into  execution  some  plan  of  adjustment  by  means  of 
which  the  threatened  disaster  might  be  averted  and  the  government's  obliga- 
tions under  these  suspended  contracts  could  be  speedily  and  justly  liquidated. 
A  general  plan  of  settlement  procedure  was  prepared  and  received  the 
approval  of  the  proper  governmental  authorities. 

SETTLEMENT  PROCEDURE 

44.  As  aids  to  the  colleges  in  presenting  their  claims  and  to  insure  uni- 
formity of  treatment  in  their  adjustment,  bulletins  were  issued  from  time  to 
time  exhaustively  stating  the  basic  lines  along  which  claims  should  be  pre- 
sented and  indicating  the  nature  of  claims  which  could  be  allowed.  Men 
representing  the  department  in  the  field  visited  and  assisted  college  officials 
in  working  out  their  accounting  problems  and  apportionments.  The  district 
business  managers  met  at  Washington  in  January  for  a  week's  conference, 
training  and  instruction.  A  like  gathering  of  the  district  accountants  was 
held  at  the  same  time.  College  officials  were  invited  to  meetings  in  the 
larger  cities  and  such  meetings  were  addressd  by  the  business  director  or 
assistant  business  director  and  chief  of  the  accounts  division,  questions  being 
asked  and  answered.  Similar  gatherings  from  districts  or  single  states  met 
at  the  invitation  of  the  district  business  managers. 

An  institution  having  filed  its  claim,  the  statement  was  reviewed  by  the 
contract  accounts  division  in  Washington  and  an  expert  accountant  repre- 
senting the  department  examined  at  the  claimant's  home  office  its  books, 
verifying  the  accounts  as  rendered.  The  district  business  manager  then 
visited  the  institution  and  arranged  an  adjustment  of  its  claim. 

FINAL  REPORT 

45.  A  complete  record  of  the  business  department's  work  cannot  be  pre- 
pared until  settlement  with  the  colleges  is  completed.  As  preliminary  to  a 
final  according,  however,  it  may  be  stated  that  as  this  report  goes  to  press 
(June  1)  more  than  600  of  the  687  outstanding  contracts  have  been  finally 
adjusted  and  paid. 


"vm-^ 


Final  review  Ijcluiu  demobilization 
Oregon  State  Agricultural  College 


s^ 


PART  IV— CONCLUSIONS 

The  Committee  on  Education  and  Special  Training  was  created  as  part  of 
the  mobilization  machinery  that  was  established  to  convert  the  nation  from 
a  peace-time  to  a  war-time  basis.  In  judging  of  its  activities  for  the  purpose 
of  drawing  conclusions  concerning  future  national  policies,  it  is  therefore 
necessary  to  consider  its  work  in  connection  with  the  entire  enterprise.  Every 
war  activity  may  be  analyzed  microscopically  and  shown  to  have  been  horribly 
inadequate  in  many  of  its  details.  No  one  appreciates  the  many  detailed  fail- 
ures more  fully  than  those  who  were  actually  engaged  in  the  various  par- 
ticular jobs.  Yet  the  paradox  remains  that  the  sum  total  of  all  these  individ- 
ually imperfect  activities  was  a  magnificent  success. 

The  Committee's  experience  with  mobilization  may  be  considered  to 
advantage  from  two  different  standpoints,  namely,  as  it  affects  the  military 
establishment,  and  as  it  affects  educational  practice. 

From  the  point  of  view  of  the  military  establishment,  it  is  clear  that 
mobilization  is  essentially  a  process  of  finding  and  placing  men.  The  army 
organization  charts  indicate  the  numbers  of  different  kinds  of  technically 
skilled  men  required  for  the  various  organizations,  and  the  occupational  index 
defines  the  qualifications  of  each  kind.  The  problem  is  to  discover  the  right 
number  of  men  that  have  a  particular  set  of  qualifications  and  to  assign  those 
men  to  their  proper  jobs.  The  machinery  required  to  do  this  consists  of  two 
main  parts;  one,  responsible  for  the  classification  and  allocation  of  men  who 
already  have  the  proper  qualifications  for  particular  jobs;  and  the  other  re- 
sponsible for  supplying  shortage  thru  training  in  those  lines  of  work  in  which 
there  are  not  enough  skilled  specialists  to  fill  the  organizations. 

In  order  to  avoid  unnecessary  delays  in  future  mobilization  there  should  be 
established  in  the  War  Department  a  permanent  personnel  division,  charged 
with  the  duty  of  keeping  itself  constantly  informed  concerning  the  distribu- 
tion, location  and  qualifications  of  the  man-power  in  all  lines  of  work  essential 
to  the  military  establishment. 

In  addition  there  should  be  established  a  permanent  training  division, 
charged  with  the  duties  of  supervising  all  training  in  the  army  and  of  main- 
taining relations  with  civilian  education  everywhere,  to  the  end  that  the 
distribution  of  students  over  the  various  types  of  training  may  be  such  as  to 
assure  as  far  as  possible  an  adequate  and  continuous  supply  of  men  of  every 
type  required  by  the  military  establishment. 

The  same  provision  should  be  made  for  keeping  informed  concerning  the 
development  of  the  material  means  of  production,  power,  raw  materials,  equip- 
ment and  transportation.  In  all  these  fundamental  branches  a  perpetual 
census  should  be  maintained  by  the  War  Department  in  co-operation  with 
other  governmental  agencies.     Such  a  continuous  appraisal  of  the  national 

49 


so  CONCLUSIONS 


resources  would  materially  shorten  the  time  of  mobilization  should  it  ever 
again  become  necessary. 

From  the  point  of  view  of  educational  practice  the  striking  fact  of  the  war 
experience  is  the  dominance  of  morale  as  the  controlling  factor  in  every 
dynamic  enterprise.  The  army  training  activities  along  with  all  other  emer- 
gency work  felt  an  inspiration;  and  it  was  impressive  to  observe  the  funda- 
mental change  of  attitude  that  came  over  the  students  when  they  were  trans- 
ferred from  schools  to  army  training  camps.  Many  young  men  who  found 
difficulty  in  keeping  up  with  school  work  and  who  persistently  loafed  on  the 
job  at  college,  tackled  the  army  training  with  enthusiasm  and  learned  with  a 
speed  and  a  thoroughness  that  was  startling  to  their  former  instructors.  The 
war  clearly  produced  a  situation  v/hich  profoundly  stirred  the  emotions  and 
the  imagination  and  revealed  enormous  stores  of  latent  energy  ready  for 
release  in  national  service. 

It  is  a  universally  expressed  desire  that  the  remarkable  spirit  and  snap  of 
the  war  training  be  maintained  and  made  permanent  in  all  education. 
Obviously  this  cannot  be  accomplished  merely  by  reorganizing  the  school 
system  so  as  to  remedy  its  obvious  shortcomings  in  regard  to  such  things  as 
physical  development,  illiteracy,  vocational  training  and  Americanization.  It 
is  a  relatively  simple  matter  to  remove  these  defects  by  greater  emphasis  in 
routine  school  administration  on  these  particular  subjects.  The  difficult  and 
the  nationally  vital  problem  is  that  of  cultivating  through  education  a 
national  civic  team-play  and  morale  comparable  with  those  of  an  army  in 
battle.  To  serve  the  nation  effectively,  education  must  not  only  train  in 
skill  and  technique,  but  it  must  also  develop  in  young  men  and  women  an 
enlightened  morale  and  must  discipline  them  in  willing  team-play  for  the 
common  good. 

Because  the  war  did  completely  organize  the  nation  for  a  united  drive  and 
thus  did  expose  a  magnificent  national  morale,  many  are  inclined  to  believe 
that  war  is  necessary  to  call  forth  such  consecration  and  self-forgetful  service. 
Analysis  of  the  war  training,  however,  reveals  a  point  of  view  and  a  method 
of  procedure  that  is  definitely  designed  to  develop  team-play  and  to  enhance 
morale  whether  there  be  war  or  not.  If  these  methods  are  applied  to  educa- 
tion in  times  of  peace,  they  certainly  will  produce  some  effect  even  though 
the  result  is  not  as  profoundly  striking  as  it  was  during  the  war.  Among  the 
many  significant  features  of  war  training,  the  following  are  mentioned  as 
worthy  of  particular  consideration  for  transfer  to  school  practice: 

As  a  primary  policy,  a  nation  at  war  is  obliged  to  recognize  that  every 
individual  is  an  asset  capable  of  useful  service  in  some  particular  line  of  work 
of  direct  benefit  to  the  country.  In  order  to  make  the  most  efficient  use  of 
all  its  resources,  it  is  necessary  to  make  strenuous  exertions  to  discover 


CONCLUSIONS  51 


what  each  individual  is  best  qualified  to  do  and  to  train  each  to  use  his  abilities 
in  the  most  effective  manner.  Applied  to  education  this  fundamental  attitude 
produces  two  results  that  are  of  importance  in  the  development  of  morale. 
The  teacher's  point  of  view  shifts  from  a  critical  one,  with  attention  focused 
on  discovering  whether  the  individual  measures  up  to  the  academic  standards 
fixed  by  school  authorities,  to  one  of  friendly,  not  to  say  eager  interest  to 
discover  what  each  individual  really  can  do  well.  The  student's  spirit  also 
changes  from  one  of  discouragement  and  doubt  of  his  ability  ever  to  make 
good,  to  one  of  interest  and  desire  for  achievement.  Both  of  these  results  are 
of  large  importance  in  releasing  energy  for  both  the  teacher  and  the  student. 
They  also  have  an  immediate  bearing  on  the  enhancement  of  morale. 

Hence,  a  first  practical  suggestion  for  training  the  national  man-power 
for  team-play  is  that  the  schools  study  and  adapt  to  their  own  use  the  methods 
of  classification,  rating  and  testing  individual  abilities  that  were  developed  by 
the  army.  These  methods,  as  worked  out  by  the  Committee  on  Classification 
of  Personnel  and  the  Psychological  Department  of  the  Surgeon  General's 
office,  enabled  the  army  to  utilize  effectively  more  than  98  per  cent  of  the  phy- 
sically fit  men  who  entered  the  service.  Similar  methods  adapted  to  school 
work  would  supply  a  sort  of  national  vocational  guidance  that  would  enable 
young  people  to  select  their  occupations  more  in  accordance  with  their  abilit- 
ies. They  would  also  enable  the  nation  to  discover  its  geniuses  and  to  pro- 
vide for  their  adequate  further  training. 

A  reasonably  efficient  system  of  classification,  rating  and  testing  in  school 
would  also  prove  a  powerful  incentive  to  more  thorough  work.  It  is  well 
recognized  that  competition  which  is  settled  on  the  basis  of  objective  results 
is  one  of  the  most  powerful  means  of  inspiring  men  to  maximum  effort,  of 
releasing  creative  energy  and  of  enhancing  morale. 

A  second  important  feature  of  the  war  training  that  can  be  transferred 
readily  to  school  practice  is  the  direct  drive  made  for  the  development  of 
moral  characteristics  and  virtues.  Intelligent  military  training  through  its 
evolutions,  its  courtesies,  its  ceremonies,  its  emphasis  on  service  and  its  dis- 
cipline makes  an  emotional  appeal  to  the  student  which  accounts  in  a  measure 
for  the  zest  of  the  army  v/ork.  The  insistence  upon  promptness  and  precision, 
upon  co-ordination  and  team-play,  upon  responsibility  and  consideration  for 
one  another  all  tend  directly  to  developing  soldierly  character  and  morale. 

The  schools  on  the  other  hand  place  their  great  emphasis  on  mental  dis- 
cipline and  regard  moral  qualities  as  by-products  of  intellectual  activity. 
Both  forms  are  essential  for  complete  development  and,  therefore,  it  seems 
probable  that  a  combination  of  the  best  elements  of  military  and  academic 
training  is  far  more  effective  than  either  alone. 

The  country  has  a  proper  fear  of  what  it  calls  militarism,  and  no  one,  least 


53  CONCLUSIONS 


of  all  the  army  itself,  desires  to  develop  anything  that  looks  militaristic.  On 
the  other  hand,  all  must  agree  that  our  brief  military  experience  has  revealed 
a  physical,  mental  and  moral  stamina  in  the  nation  which  has  surprised  every- 
one, particularly  the  Germans.  This  outbreak  of  willingness  to  work  together 
for  the  common  good  proves  that  the  sturdy  virtues  are  a  genuine  part  of 
our  national  character,  although  they  were  but  latent  before  the  crisis  came. 
It  would  be  magnificent  for  the  future  industrial  development  of  the  nation  in 
the  coming  years  of  peace  if  this  co-operative  spirit  could  be  as  definitely 
fostered  and  as  freely  expressed  in  civil  life  as  it  is  in  military  operations. 

Hence  the  second  practical  suggestion  for  development  of  team-play  and  a 
national  civic  morale  is  that  the  best  elements  of  military  training  be  com- 
bined with  ordinary  schooling.  The  most  effective  way  of  doing  this  at 
present  is  through  summer  camps  and  through  the  methods  provided  by  the 
Reserve  Officers'  Training  Corps. 

If  the  responsibility  for  team-play  and  civic  morale  among  the  entire  peo- 
ple is  left  wholly  to  the  present  school  system,  the  development  will  be  a  long 
and  tedious  process.  The  process  may  be  stimulated  by  national  campaigns 
similar  to  those  of  the  Food  Administration  and  the  United  War  Workers. 
It  was  the  Selective  Service  Law,  however,  that  completely  released  the 
spirit  of  national  service  which  resulted  in  universal  co-operation.  This  expe- 
rience suggests  that  possibly  the  quickest  way  of  stimulating  the  growth  of 
the  team-play  spirit  and  of  directing  it  toward  peace-time  would  be  through 
a  universal  service  law  that  would  require  all  young  men  and  women  to  train 
themselves  to  some  form  of  useful  skill  beneficial  to  the  nation  in  case  of  an 
emergency.  If  such  a  requirement  were  made,  and  if  it  were  applied  in  the 
same  thorough-going,  democratic  manner  as  was  the  Selective  Service  Law, 
it  is  reasonable  to  expect  that  its  effect  as  a  moral  stimulus  upon  the  nation 
would  be  no  less  profound  than  it  was  during  the  war. 


APPENDICES 


Appendix  A 

TO  THE  PRESIDENTS  OF  EDUCATIONAL  INSTITUTIONS 

February  20,  1918. 
Dear  Sirs: 

The  exigencies  of  the  War  have  emphasized  very  strongly  the  value  of 
the  educational  institutions  of  the  nation  in  connection  with  our  military 
effort.  The  schools  and  colleges  of  the  country  have  with  admirable  spirit 
placed  their  resources  at  the  disposal  of  the  War  Department  and  other 
branches  of  the  Government.  Much  splendid  work  has  already  been  done  in 
training  men  for  the  Army,  for  example — in  the  Reserve  Officers'  Training 
Corps,  the  Aviation  Ground  Schools,  the  Ordnance  Stores  courses  and  in  the 
training  of  various  kinds  of  specialists. 

The  desirability  of  having  a  single  agency  in  the  War  Department  to  deal 
with  the  many  problems  of  education  and  training  which  continually  arise 
has  been  made  evident.  For  the  purpose  of  organizing  and  co-ordinating  all 
of  the  educational  resources  of  the  country  with  relation  to  the  needs  of  the 
Army,  I  have,  therefore,  appointed  a  new  committee  of  the  General  Staff  to 
be  known  as  the  "Committee  on  Education  and  Special  Training."  A  copy 
of  the  General  Order  naming  this  committee  and  defining  its  functions  is 
enclosed.  It  will  be  the  function  of  this  committee  to  represent  the  War 
Department  in  its  relations  with  the  educational  institutions  of  the  country 
and  to  develop  and  standardize  policies  as  between  the  schools  and  colleges 
and  the  War  Department. 

Communications  should  be  addressed : — "Committee  on  Education  and 
Special  Training,  Room  528,  War  Department." 

In  order  that  the  educational  institutions  may  be  represented  and  in 
direct  touch  with  the  War  Department,  I  have  appointed  an  advisory  board 
of  educators  to  be  associated  with  the  military  Committee  on  Education  and 
Special  Training  and  to  advise  with  them  constantly  concerning  the  relations 
of  the  schools  and  colleges  to  the  Army.  The  advisory  board  will  consist 
in  the  first  instance  of  Dr.  James  R.  Angell  (representing  the  universities  and 
academic  colleges).  Dr.  Samuel  P.  Capen  (U.  S.  Bureau  of  Education),  Mr. 
J.  W.  Dietz  (representing  the  industries  and  corporation  schools),  Dr. 
Charles  R.  Mann  (representing  the  Engineering  Schools)  and  Mr.  James  P. 
Munroe  (Federal  Board  for  Vocational  Education). 

The  war  has  developed  a  demand  for  large  numbers  of  technically  trained 
men.  Until  recently  this  demand  has  been  felt  especially  for  men  of 
advanced  training.  Now,  however,  it  extends  to  men  with  elementary  train- 
ing, as  mechanics  of  various  kinds.  In  order  to  avoid  unnecessary  dis- 
turbance to  essential  industries  through  withdrawal  of  skilled  men  an  effort 
will  be  made  to  give  large  numbers  of  men  entering  the  service  intensive 
elementary  training  along  vocational  lines.     In  the  task  of  training  these  men 

55 


56  APPENDICES 


the  schools  and  colleges  can  be  of  the  greatest  assistance.  It  will  be  one  of 
the  first  duties  of  the  Committee  on  Education  and  Special  Training  to 
formulate  definite  plans  in  co-operation  with  schools  and  colleges  for  training 
these  men. 

It  is  not  intended  to  disturb  arrangements  that  have  already  been  made 
with  schools  and  colleges  by  separate  branches  of  the  service.  In  future  all 
such  training  arrangements  will  be  made  under  the  supervision  of  the  new 
committee. 

It  is  believed  that  the  Committee  on  Education  and  Special  Training  with 
its  Advisory  Board  will  be  of  great  advantage  both  to  the  Army  and  the 
educational  interests  of  the  country.  I  bespeak  for  the  committee  and 
advisory  board  your  full  co-operation  and  support. 

Very  respectfully, 

NEWTON  D.  BAKER, 

Secretary  of  War. 


Appendix  B 

TO  THE  PRESIDENTS  OF  ALL  INSTITUTIONS 
OF  COLLEGIATE  GRADE 

May  8,  1918. 

Dear  Sirs: 

In  order  to  provide  military  instruction  for  the  college  students  of  the 
country  during  the  present  emergency,  a  comprehensive  plan  will  be  put  in 
effect  by  the  War  Department,  beginning  with  the  next  college  year,  in 
September,  1918.  The  details  remain  to  be  worked  out,  but  in  general  the 
plan  will  be  as  follows : 

Military  instruction  under  officers  and  non-commissioned  officers  of  the 
Army  will  be  provided  in  every  institution  of  college  grade,  which  enrolls 
for  the  instruction  of  100  or  more  able-bodied  students  over  the  age  of 
eighteen.  The  necessary  military  equipment,  will  so  far  as  possible,  be  pro- 
vided by  the  Government.  There  will  be  created  a  military  training  unit  in 
each  institution.  Enlistment  will  be  purely  voluntary  but  all  students  over 
the  age  of  eighteen  will  be  encouraged  to  enlist.  The  enlistment  vnll  con- 
stitute the  student  a  member  of  the  Army  of  the  United  States,  liable  to 
active  duty  at  the  call  of  the  President.  It  will,  however,  be  the  policy  of  the 
Government  not  to  call  the  members  of  the  training  units  to  active  duty  until 
they  have  reached  the  age  of  twenty-one,  unless  urgent  military  necessity 
compels  an  earlier  call.  Students  under  eighteen  and  therefore  not  legally 
eligible  for  enlistment,  will  be  encouraged  to  enroll  in  the  training  units. 
Provision  will  be  made  for  co-ordinating  the  Reserve  Officers'  Training  Corps 
system,  which  exists  in  about  one-third  of  the  collegiate  institutions,  with 
this  broader  plan. 

This  new  policy  aims  to  accomplish  a  two-fold  object:  first,  to  develop 
as  a  great  military  asset  the  large  body  of  young  men  in  the  colleges,  and 
second,  to  prevent  unnecessary  and  wasteful  depletion  of  the  colleges  through 
indiscriminate  volunteering,  by  offering  to  the  students  a  definite  and  im- 
mediate military  status. 

Later,  announcement  will  be  made  of  the  details  of  the  new  system.  In 
the  meantime,  presidents  of  collegiate  institutions  are  requested  to  call  this 
matter  to  the  attention  of  all  their  students.  Those  who  do  not  graduate 
this  spring,  should  be  urged  to  continue  their  education  and  take  advantage 
of  this  opportunity  to  serve  the  nation. 

I  trust  that  the  policy  above  stated  will  have  your  support  and  co- 
operation. 

Sincerely  yours, 

NEWTON  D.  BAKER, 

Secretary  of  War. 

57 


\ 


Appendix  C 

MEMORANDUM  FOR  THE  ADJUTANT  GENERAL  OF  THE  ARMY 

June  28,  1918. 

SUBJECT:      Military  Training  in  Colleges. 

I.  The  Secretary  of  War  directs  that  there  be  issued  a  General  Order  as 
follows : 

1.  Under  the  authority  conferred  by  Sections  1,  2,  8  and  9  of  the  Act  of 
Congress  "authorizing  the  President  to  increase  temporarily  the  military 
establishment  of  the  United  States,  approved  May  18,  1917,  the  President 
directs  that  for  the  period  of  the  existing  emergency  there  shall  be  raised  and 
maintained  by  voluntary  enlistment  a  Students'  Army  Training  Corps. 
Units  of  this  Corps  will  be  authorized  by  the  Secretary  of  War  for  colleges 
meeting  the  requirements  as  laid  down  in  special  regulations. 

Officers  authorized  therein  will  be  obtained  as  provided  by  paragraph  3 
of  Section  1,  and  by  Section  9  of  the  Act  of  May  18,  1917,  but  no  officer  within 
the  draft  age  and  physically  fit  for  field  service  shall  be  eligible  for  duty  with 
the  Students'  Army  Training  Corps  unless  he  shall  have  previously  served 
at  least  six  months  as  commissioned  officer  on  duty  with  troops. 

2.  General  Order  No.  15,  War  Department,  February  10,  1918,  is  amended 
as  follows : 

The  Committee  on  Education  and  Special  Training  shall  hereafter 
function  as  a  section  of  the  Training  and  Instruction  Branch,  War  Plans 
Division  of  the  General  Staff.  Its  functions  shall  be:  To  study  the  needs  of 
the  various  branches  of  the  service  for  skilled  men  and  technicians;  to 
administer  a  system  of  special  training  in  colleges,  schools  and  industrial 
plants ;  to  represent  the  War  Department  in  its  relations  with  the  educational 
institutions  of  the  country;  to  supervise  and  administer  military  training  in 
all  colleges  and  civil  institutions;  to  supervise  and  administer  the  furlough 
or  enlistment  in  the  Enlisted  Reserve  Corps  of  Technical  Students  and 
Teachers  in  accordance  with  the  provisions  of  Section  151  of  the  Selective 
Service  Regulations.  The  committee  will  be  given  such  additional  assist- 
ance, commissioned  and  civilian,  and  such  additional  office  space,  as  may  be 
necessary  for  the  proper  execution  of  its  duties.  The  advisory  civilian  board 
appointed  by  the  Secretary  of  War  composed  of  representatives  of  educa- 
tional institutions  will  continue  to  be  associated  with  the  committee. 


59 


6o  APPENDICES 

June  29,  1918. 

FROM:  The  Adjutant  General  of  the  Army. 

TO:  The   Presidents  of  American   Colleges. 

SUBJECT:      Military  Training  in  Colleges. 

Supplementing  the  announcement  of  the  War  Department  dated  May  8, 
1918,  that  military  instruction  will  be  provided  beginning  with  the  fall  term, 
1918,  in  all  institutions  of  collegiate  grade  enrolling  100  or  more  able-bodied 
students  and  that  opportunity  will  be  offered  to  all  students  over  eighteen  to 
enlist  in  the  Army  as  members  of  the  Students'  Army  Training  Corps,  the 
following  statement  is  made  to  explain  more  definitely  the  character  of 
the  plan: 

1.  General  object. 

2.  Definition  of  institutions  in  which  the  system  will  be  installed. 

3.  (a)  Students'  Army  Training  Corps;  (b)  Enlistment  and  enrollment; 
(c)  Call  to  active  duty;  policy  of  the  Government;  (d)  Discharges. 

4.  Nature  and  amount  of  training. 

5.  Corps  of  instructors 

6.  Uniform  and  equipment. 

7.  Administration  and  inspection. 

8.  Relation  of  R.  O.  T.  C.  to  the  Students'  Army  Training  Corps. 

GENERAL  OBJECT 

1.  The  purpose  of  this  plan  is  to  develop  as  a  great  military  asset  the 
large  body  of  young  men  in  the  colleges.  This  will  be  accomplished  by 
providing  efficient  military  instruction  under  the  supervision  of  the  War 
Department  for  students  in  all  colleges  enrolling  the  required  minimum  of 
students.  In  order  to  receive  this  instruction,  all  students  over  eighteen 
years  of  age  must  volunteer  and  enlist  in  the  Army  of  the  United  States. 

THE  DEFINITION  OF  INSTITUTIONS  TO  WHICH  THIS  SYSTEM  WILL  APPLY 

2.  The  system  will  apply  to  all  institutions  of  collegiate  grade  which 
enroll  for  the  courses  100  or  more  able-bodied  male  students  over  eighteen. 
The  intention  is  to  extend  the  system  of  instruction  for  college  students  to 
the  largest  practicable  extent  in  view  of  the  available  supply  of  officers  and 
equipment. 

A.  To  be  classified  as  one  of  the  institutions  of  college  grade  to  which 
the  privilege  of  maintaining  a  Students'  Army  Training  Corps  unit  is 
extended,  an  institution  must  require  for  admission  to  its  regular  curricula 
graduation  from  a  standard  secondary  school  or  its  equivalent;  must  provide 
general  collegiate  or  professional  curricula  covering  at  least  two  years  of  not 
less  than  33  weeks  each ;  and  must  be  carried  in  the  lists  of  higher  institutions 
prepared  by  the  United  States  Commissioner  of  Education. 


APPENDIX  C  6i 


B.  Institutions  of  college  grade  will  include,  provided  conditions  specified 
in  paragraph  A  are  met: 

a.  Colleges  of  Arts  and  Sciences. 

b.  Engineering  Schools. 

c.  Schools  of  Mines. 

d.  Colleges  of  Agriculture. 

e.  Colleges  of  Pharmacy. 

f.  Colleges  of  Veterinary  Medicine. 

g.  Teachers'  Colleges, 
h.  Law  Schools. 

i.     Medical  Schools. 

j.     Dental  Schools. 

k.    Graduate  Schools. 

1.     Normal  Schools. 

m.  Junior  Colleges. 

n.    Technical  Institutions. 

C.  Students  enrolled  in  preparatory  departments  of  universities,  colleges, 
normal  schools  or  junior  colleges  cannot  at  present  be  considered  eligible  for 
enlistment  or  enrollment  in  the  military  training  units,  and  enrollments  in 
preparatory  departments  may  not  be  counted  by  college  authorities  in 
reckoning  the  100  able-bodied  male  students  enrolled  for  a  military  training 
unit. 

STUDENTS'  ARMY  TRAINING  CORPS 

3.  (a)  There  will  be  created  in  the  Army  a  Students'  Army  Training 
Corps.  The  training  units  to  be  organized  under  this  plan  will  be  designated. 
The  Students'  Army  Training  Corps  units. 

Training  units  wall  be  organized  in  the  colleges  in  the  various  branches 
of  the  service  in  accordance  with  the  needs  of  the  Army  as  determined  by 
the  War  Department  taking  into  account  the  character  of  the  institution. 
The  great  majority  of  the  training  units  will  be  for  instruction  in  the  line 
branches  of  the  service.  Such  units  will  be  organized  in  all  non-technical 
institutions.  Most  of  the  units  will  be  infantry  units;  others  will  be  field 
artillery,  heavy  artillery,  and  possibly  one  or  more  cavalry  units.  A  limited 
number  of  units  for  training  in  the  staff  departments  of  the  service  will  be 
organized  in  technical  schools,  e.  g.,  medical  training  units  will  be  organized 
in  selected  medical  schools,  engineering  units  in  engineering  schools,  and  a 
few  units  for  other  special  branches  of  the  service. 

ENLISTMENT  AND  ENROLLMENT 

(b)  All  able-bodied  students  in  the  colleges  in  which  training  units  are 
organized  will  be  encouraged  to  enlist  if  over  the  legal  enlistment  age  of 
eighteen.     Students  under  eighteen  will  be  encouraged  to  enroll  in  the  train- 


62  APPENDICES 


ing  units.  Students  neither  enlisted  nor  enrolled  will  not  be  entitled  to 
enter  the  training  units  or  to  receive  the  instruction.  The  enlistment  contract 
of  all  students  over  eighteen  will  constitute  them  members  of  the  Army  of 
the  United  States,  and  they  will  become  thereby  subject  to  active  service  at 
the  call  of  the  President.  The  enlisted  students  will  be  on  furlough  status 
until  called  to  the  colors  and  will  receive  no  pay  or  allowance  except  when 
attending  a  summer  training  camp,  in  which  case  they  will  be  entitled  to  trans- 
portation and  rations  as  provided  in  Section  78,  Bulletin  16,  1917,  for  mem- 
bers or  the  R.  O.  T.  C.     All  enlistments  will  be  in  the  grade  of  private. 

CALL  TO  ACTIVE  DUTY;   POLICY  OF  THE  GOVERNMENT 

(c)  It  will  be  the  policy  of  the  Government  not  to  call  members  of  the 
Students'  Army  Training  Corps  units  to  active  duty  until  they  reach  draft 
age,  unless  urgent  military  reasons  compel  an  earlier  call.  A  system  will  be 
devised  whereby  the  military  instructors  of  the  colleges  will  certify  to  the 
Adjutant  General  of  the  Army  the  names  of  those  students  who  are  mem- 
bers of  The  Students'  Army  Training  Corps  who  have  reached  the  draft  age. 
Orders  will  then  be  issued  calling  such  students  to  duty  on  the  thirtieth 
of  the  following  June.  This  will  permit  them  to  complete  the  college  year 
in  which  they  are  then  engaged.  It  is  emphasized  that  the  student  body 
is  not  to  be  made  a  deferred  or  favored  class  under  the  Selective  Service  Act. 

DISCHARGES 

(d)  Provision  will  be  made  for  discharge  in  appropriate  cases — unfitness, 
misbehavior,  dependent  relatives,  and  the  necessity  to  leave  college  for  causes 
beyond  the  student's  control.  No  such  discharges  will  remove  the  student's 
liability  to  draft. 

NATURE  AND  AMOUNT  OF  TRAINING 

4.  (a)  The  character  of  the  training  will  depend  upon  the  kind  of  train- 
ing unit  which  is  organized  in  the  particular  institution,  whether  infantry, 
cavalry,  field  artillery,  engineers,  signal  corps,  air  service,  heavy  artillery, 
tank  corps,  ordnance,  quartermaster  or  medical.  Courses  of  instruction  will 
be  prepared  appropriate  to  the  various  units. 

The  standard  time  to  be  allotted  to  military  work  will  be  in  the  case  of 
all  units  ten  hours  per  week  during  the  college  year,  supplemented  by  six 
weeks  of  intensive  training  in  a  summer  camp.  The  ten  hours  a  week 
standard,  however,  will  not  involve  the  hours  of  outdoor  work  in  drill.  A 
feature  of  the  system  will  be  the  giving  of  liberal  credits  for  academic  work 
in  line  with  the  military  instruction,  so  as  to  hold  the  outdoor  work  to  feasible 
limits.  In  this  connection  due  regard  will  be  had  to  the  character  of  the 
academic  courses  and  the  nature  of  the  training  unit. 

In  the  case  of  training  units  in  the  line  branches  of  the  service  the  courses 


APPENDIX  C  63 


will  usually  provide  for  six  hours  per  week  of  practical  instruction,  including 
drill  and  rifle  practice  and  four  hours  of  credits  from  academic  studies  of 
military  value. 

(b)  The  summer  camp  will  be  an  important  feature  of  the  system. 
Summer  camps  for  a  period  of  six  weeks  each  year  will  be  provided  for  mem- 
bers of  the  training  units.  At  these  camps  there  will  be  an  intensive  and 
rigid  course  of  instruction  under  experienced  officers.  Transportation  to  and 
from  the  camps  and  rations  while  at  the  camp  will  be  furnished  by  the  War 
Department. 

(c)  The  above  plan  will  provide  (on  the  basis  of  33  weeks  for  the 
academic  year,  and  a  six  weeks'  camp)  approximately  650  hours  of  military 
work  per  annum.  It  is  expected  that  this  will  qualify  a  considerable  per- 
centage of  the  students  to  enter  officers'  training  camps  on  being  called  to  the 
colors,  and  a  large  percentage  of  the  remainder  to  serve  as  non-commissioned 
officers.  The  number  to  be  certified  for  training  as  officers  from  any  institu- 
tion will  not  be  based  on  an  arbitrary  percentage.  It  will  depend  on  the 
quality  of  the  men  developed  at  that  institution  and  the  necessities  of  the 
service  at  the  time. 

THE  CORPS  OF  INSTRUCTORS 

5.  Officer  instructors  and  non-commissioned  officer  instructors  will  be 
provided  by  the  War  Department  when  available.  Officers  returning  from 
overseas  and  unfit  for  further  field  service  will  be  utilized  when  available. 

In  order  to  supplement  the  instructors  assigned  by  the  War  Department, 
and  to  enable  the  colleges  to  develop  a  force  of  assistant  instructors,  there 
will  be  held,  beginning  about  July  15,  1918,  camps  for  instructors,  to  continue 
sixty  days.  The  colleges  will  be  invited  to  send  a  limited  number  of  picked 
students  and  members  of  their  faculties  to  these  camps.  These  camps  will 
be  conducted  with  a  view  to  teaching  the  attendants  to  give  military  instruc- 
tion to  students,  and  it  is  believed  that  satisfactory  results  can  be  obtained 
from  an  intensive  sixty-day  course.  Details  concerning  these  camps — loca- 
tion, cost,  method  of  application,  etc. — will  be  sent  at  an  early  date. 

UNIFORMS  AND  EQUIPMENT 

6.  The  Government  will  supply  the  necessary  uniforms,  rifles  and  other 
equipment,  so  far  as  supplies  are  available. 

ADMINISTRATION  AND  INSPECTION 

7.  (a)  The  Students'  Army  Training  Corps,  including  the  R.  O.  T.  C. 
units,  will  be  supervised  and  controlled  by  the  Training  and  Instruction 
Branch,  War  Plans  Division  of  the  General  Staff,  in  accordance  with  instruc- 
tions of  the  Chief  of  Staff.  An  advisory  board  to  this  committee  repre- 
senting educational  interests  has  already  been  appointed  by  the  Secretary  of 


64  APPENDICES 

War.    This  will  insure  the  closest  co-operation  between  the  War  Depart- 
ment and  the  colleges  in  the  administration  of  the  system. 

(b)  The  importance  of  effective  inspection  is  recognized,  and  a  staff  of 
traveling  oiBcer-inspectors  will  be  detailed  to  visit  the  institutions  at  frequent 
intervals. 

RELATION  OF  R.  O.  T.  C.  TO  THE  STUDENTS'  ARMY  TRAINING  CORPS 

8.  In  all  colleges  having  an  R.  O.  T.  C.  unit,  the  already-earned  status 
and  privileges  of  the  students  now  enrolled  therein  will  not  be  disturbed. 
Institutions  now  having  recognized  R.  O.  T.  C.  units  may,  if  they  so  desire, 
establish  in  addition  Students'  Army  Training  Corps  units. 

The  courses  of  training  will  be  uniform  in  all  colleges,  including  those 
now  having  R.  O.  T.  C.  units,  and  uniform  standards  will  govern  the  selec- 
tion of  students  to  attend  officers'  training  camps.  The  general  purpose  is 
to  provide  a  uniform  system  in  all  colleges,  while  not  prejudicing  in  any  way 
students  who  are  already  enrolled  in  the  R.  O.  T.  C. 

9.  Detailed  regulations  in  pursuance  of  the  above  are  in  course  of  prepara- 
tion, and  will  be  sent  to  the  colleges  as  soon  as  practicable. 

By  order  of  the  Secretary  of  War; 

H.  P.  McCAIN. 


Appendix  D 

STUDENTS'  ARMY  TRAINING  CORPS 

Special  Regulations 

INTRODUCTORY  STATEMENT 

The  following  regulations  and  instructions  governing  the  establishment, 
administration  and  maintenance  of  Students'  Army  Training  Corps  units  at 
educational  institutions,  and  the  issue  of  Government  property  thereto  in 
accordance  with  existing  laws  are  published  for  the  information  and  guidance 
of  all  concerned. 

I. 

GENERAL  PRINCIPLES 

AUTHORIZATION  FOR  ESTABLISHMENT 

1.  The  Students'  Army  Training  Corps  is  raised  under  authority  of  the 
Act  of  Congress,  approved  May  18,  1917,  commonly  known  as  the  Selective 
Service  Act,  authorizing  the  President  to  increase  temporarily  the  military 
establishment  of  the  United  States,  as  amended  by  the  Act  of  August  31, 
1918,  and  under  General  Order  No.  79  of  the  War  Department,  dated  August 
24,  1918,  as  follows: 

"Under  the  authority  conferred  by  sections  1,  2,  8  and  9  of  the  Act  of 
Congress  'authorizing  the  President  to  increase  temporarily  the  military 
establishment  of  the  United  States,'  approved  May  18,  1917,  the  President 
directs  that  for  the  period  of  the  existing  emergency  there  shall  be  raised  and 
maintained  by  voluntary  induction  and  draft  a  Students'  Army  Training 
Corps.  Units  of  this  Corps  will  be  authorized  by  the  Secretary  of  War  at 
educational  institutions  that  meet  the  requirements  laid  down  in  Special 
Regulations." 

TITLE 

2.  These  regulations  will  be  known  as  Students'  Army  Training  Corps 
Regulations.     (S.  A.  T.  C.  R.) 

IL 

OBJECT 

3.  The  object  of  establishing  units  of  the  Students'  Army  Training  Corps 
is  to  utilize  effectively  the  plant,  equipment  and  organization  of  the  colleges 
for  selecting  and  training  officer-candidates  and  technical  experts  for  service 
in  the  existing  emergency. 

65 


66  APPENDICES 

III. 

CONSTITUTION 
ESTABLISHMENT  OF  UNITS 

4.  The  Students'  Army  Training  Corps  consists  of  units  established  by 
the  President  in  qualified  educational  institutions  which  fulfill  the  require- 
ments laid  down  in  these  regulations. 

SECTIONS  OF  UNITS 

5.  The  members  of  the  Students'  Army  Training  Corps  at  an  educational 
institution  will  form  a  single  unit  for  purposes  of  military  organization,  but 
for  purposes  of  instruction  such  unit  may  consist  of  one  or  more  sections 
according  to  the  type  of  educational  training  given. 

6.  The  sections  of  a  unit  of  the  Students'  Army  Training  Corps  and  the 
educational  requirements  for  the  establishment  of  the  same  are  as  follows: 

REQUIREMENTS  FOR  THE  ESTABLISHMENT  OF  A  COLLEGIATE  SECTION 

(1)  The  establishment  of  a  collegiate  section  (to  be  known  as  Section  A), 
may  be  authorized  at  any  civil  educational  institution  which 

(a)  Requires  for  admission  to  its  regular  curricula  graduation  from  a 

standard,  four-year,  secondary  school  or  its  equivalent,  and 

(b)  Ordinarily  provides  a  general  or  professional  curriculum  covering  at 

least  two  years  of  not  less  than  32  weeks  each,  and 

(c)  Has  a  student  attendance  sufficient  to  maintain  a  collegiate  section 

of  a  Students*  Army  Training  Corps  unit  with  a  strength  of  at 
least  one  hundred  men. 
So  far  as  practicable  an  effort  will  be  made  to  establish  collegiate  sections 
at  institutions  which  have  a  smaller  student  attendance  than  that  prescribed 
in  the  preceding  paragraph.  Applications  from  such  institutions  will  be  con- 
sidered and  granted  so  far  as  officers  and  equipment  permit,  and  so  far  as 
arrangements  for  the  establishment  of  joint  units  may  be  found  practicable. 

Provided  the  conditions  of  paragraph  6  are  met,  educational  institutions 
qualified  to  maintain  collegiate  sections  of  Students'  Army  Training  Corps 
will  include: 

1.  Colleges  and  schools  of:  h.  Veterinary  Medicine. 

a.  Arts  and  Sciences.  i.  Education. 

b.  Technology.  j.  Law. 

c.  Engineering.  k.  Medicine. 

d.  Mines.  1.  Dentistry. 

e.  Agriculture  and  Forestry.  2.  Graduate  Schools. 

f.  Business     Administration,  3.  Normal  Schools.* 

Industry  and  Commerce.  4.  Junior  Colleges. 

g.  Pharmacy.  5.  Technical  Institutes. 


preparation  or  its  equivalent,   may  be  included. 

♦Normal  schools  which  give  at  least  two  years  of  college  work,   following  four  years   of  high  school 


APPENDIX   D  67 


REQUIREMENTS    FOR    THE    ESTABLISHMENT    OF    A    VOCATIONAL    SECTION 

(2)  The  establishment  of  a  vocational  section  (to  be  known  as  Section  B) 
may  be  authorized  at  any  institution  having  an  adequate  shop  or  labora- 
tory equipment  and  a  staff  of  instructors  capable  of  giving  approved 
vocational  training  of  military  value. 

STUDENTS  IN  PREPARATORY  DEPARTMENTS 

7.  Students  enrolled  in  preparatory  departments  of  higher  civil  educa- 
tional institutions  may  not  be  counted  by  college  authorities  in  reckoning 
the  one  hundred  able-bodied  male  students  required  for  the  establishment  of 
a  unit  containing  a  collegiate  section  only. 

APPROVAL  OF  UNITS 

8.  A  unit  will  not  be  established  unless  the  conditions  laid  down  in  para- 
graph 6  of  these  regulations  are  fulfilled  and  unless  the  institution  is,  in  the 
opinion  of  the  Secretary  of  War,  capable  of  efficiently  carrying  out  the  work 
prescribed. 

9.  The  Secretary  of  War  may  discontinue  any  unit  should  he  consider 
that  the  proper  standards  are  not  being  maintained  and  that  the  unit  is  not 
fulfilling  the  objects  for  which  the  corps  is  established. 

IV. 

CONDITIONS  AND  ROUTINE  OF  ADMISSION  TO  A  STUDENTS' 
ARMY  TRAINING  CORPS  UNIT 

10.  Eligibility  to  the  Students'  Army  Training  Corps  is  limited  to  regis- 
trants under  the  Selective  Service  Regulations  who  are  physically  fit  to  per- 
form full  or  limited  military  duty  and  who  have  had  at  least  grammar  school 
education,  or  its  equivalent. 

ADMISSION  TO  COLLEGIATE  SECTIONS 

(a)  A  collegiate  section  (Section  A)  of  a  Students'  Army  Training  Corps 
unit  will  include  those  who  have  graduated  from  a  standard,  four-year, 
secondary  school,  or  have  equivalent  educational  qualification. 
Subject  to  the  approval  of  the  Committee  on  Education  and  Special  Train- 
ing an  institution  may  prescribe  any  reasonable  addition  to  the  requirement 
for  admission  set  forth  in  sub-section  (a)  above.    The  requirement  of  gradua- 
tion from  a  standard  four-year  secondary  school  or  an  equivalent,  as  a  con- 
dition for  admission,  will  be  relaxed  only  in  cases  where  in  the  judgment  of 
the  Committee  on  Education  and  Special  Training,  the  enforcement  of  this 
requirement  would  admit  numbers   insufficient   to   meet  the  needs  of  the 
service. 


68  APPENDICES 


ADMISSION  TO  VOCATIONAL  SECTIONS 

(b)  A  vocational  section  (Section  B)  of  a  Students'  Army  Training  Corps 
will  include  those  who  have  had  grammar  school  education  or  its 
equivalent. 

STATUS  OF  MEMBERS  OF  S.  A.  T.  C. 

11.  Upon  admission  to  the  Students'  Army  Training  Corps  a  registrant 
becomes  a  soldier  in  the  Army  of  the  United  States.  As  such  he  is  subject 
to  military  law  and  to  military  discipline  at  all  times. 

MEMBERS  OF  COLLEGIATE  SECTIONS 

12.  The  collegiate  sections  of  Students'  Army  Training  Corps  units  will 
be  recruited  in  the  first  instance  by  the  voluntary  induction  of  registrants 
under  the  Selective  Service  Regulations. 

ACTIVE  DUTY  STATUS 

13.  Members  of  the  Students'  Army  Training  Corps  will  be  placed  upon 
active  duty  status  immediately  upon  their  induction.  The  Committee  on 
Education  and  Special  Training  will  enter  into  contracts  with  educational 
institutions  for  the  quartering,  subsistence  and  instruction  of  members  of  the 
Students'  Army  Training  Corps  units  established  at  such  institutions. 

14.  From  time  to  time,  in  accordance  with  the  needs  of  the  service  and 
the  qualifications  of  the  individual,  it  will  be  the  policy  of  the  Government  to 
assign  members  of  the  Students'  Army  Training  Corps  to: 

(a)  An  officers'  training  camp,  or 

(b)  A  non-commissioned  officers'  training  school,  or 

(c)  A  depot  brigade,  or 

(d)  To  continue  in  certain  cases  (in  either  a  collegiate  or  a  vocational  sec- 

tion) such  technical  or  special  training  as  the  needs  of  the  service  may 

require. 
Assignments  will  ordinarily  be  made  to  officers'  training  camps  or  to  non- 
commissioned officers'  training  schools  in  the  case  of  men  who  are  qualified 
to  become  officers  or  non-commissioned  officers ;  to  continue  at  an  educational 
institution  in  the  case  of  qualified  men  who  are  engaged  in  such  studies  as 
medicine,  engineering,  chemistry,  etc.,  or  who  give  promise  of  qualifying  for 
admission  to  officers'  training  camps  or  non-commissioned  officers'  training 
schools ;  and  to  a  depot  brigade  in  the  case  of  those  who  do  not  give  sufficient 
promise  of  qualifying  for  commissions  after  further  training. 


APPENDIX  D  69 


PREFERENCES  OF  VOLUNTARILY  INDUCTED  MEN  TO  BE  CONSIDERED 

15.  The  preference  of  registrants  who  are  voluntarily  inducted  into  the 
Students'  Army  Training  Corps  as  to  the  branch  of  the  service  that  they  ulti- 
mately enter  (e.  g.,  engineers,  artillery,  infantry,  chemical  v/arfare  service, 
etc.)  will  be  given  consideration  except  where  military  needs  require  a  dif- 
ferent course. 

STUDENTS    NOT    ELIGIBLE   FOR   MEMBERSHIP   IN   THE   S.   A.    T.    C.    MAY   BE 
GIVEN  MILITARY  INSTRUCTION 

16.  Students  in  educational  institutions  at  which  a  unit  of  the  Students' 
Army  Training  Corps  has  been  established,  may,  if  not  eligible  for  member- 
ship in  the  corps,  be  given  such  military  instruction  as  may  be  foxxnd  prac- 
ticable. 


V. 

ADMINISTRATION. 

CENTRAL  ADMINISTRATION 

17.  The  Students'  Army  Training  Corps  is  administered  by  the  War 
Department  through  the  Committee  on  Education  and  Special  Training  of 
the  Training  and  Instruction  Branch,  War  Plans  Division,  General  Staff, 
assisted  by  an  advisory  educational  board,  together  with  educational  direc- 
tors, district  educational  directors  and  special  advisors. 

ADMINISTRATION  WITHIN  THE  INSTITUTION 

18.  The  War  Department  will  provide  an  officer  of  the  Army,  active  or 
retired,  to  serve  as  Commanding  Officer  in  each  institution  at  which  a  unit 
of  the  Students'  Army  Training  Corps  is  established,  and,  so  far  as  prac- 
ticable, additional  officers  will  be  provided  in  proportion  to  the  strength  of 
the  unit. 

RELATION  OF  OFFICERS  TO  THE  AUTHORITIES  OF  THE  INSTITUTION 

19.  The  Commanding  Officer  and  the  other  officers  assigned  to  duty  with 
units  of  the  Students'  Army  Training  Corps  will,  in  their  relation  to  the  insti- 
tution, observe  the  general  usages  therein  established  affecting  the  duties  and 
obligations  of  members  of  the  Faculty  and  other  academic  instructors.  Offi- 
cers will  not,  v/ithout  permission  of  the  Secretary  of  War,  undertake  any 
instructional  or  administrative  duties  in  the  institution  other  than  those  con- 
nected v/ith  the  work  of  the  Students'  Army  Training  Corps. 

20.  The  Commanding  Officer  at  an  institution  will  instruct  officers  and 
non-commissioned  officers  in  their  relation  to  the  institution  and  its  officials. 


70  APPENDICES 


AUTHORITY  IN  MATTERS  OF  DISCIPLINE 

21.  It  is  the  duty  of  the  Commanding  Officer,  and  of  other  officers 
assigned  to  duty  with  units  of  the  Students'  Army  Training  Corps  to  enforce 
military  discipline.  Nothing  in  these  regulations  is  intended  to  confer  on 
the  Commanding  Officer  authority  over  purely  educational  matters. 

METHOD  OF  VOLUNTARY  INDUCTION 

22.  The  method  of  voluntary  induction  into  the  Students'  Army  Training 
Corps  is  prescribed  in  the  Selective  Service  Regulations  and  instructions 
issuing  from  the  office  of  the  Provost  Marshal  General. 

ORGANIZATION  OF  UNITS 

23.  The  Students'  Army  Training  Corps  is  a  corps  of  the  U.  S.  Army. 
Members  of  it  will  be  trained  for  the  line  and  for  the  different  staff  corps. 
Their  educational  programs  will  be  shaped  to  prepare  various  groups  for  par- 
ticular duties  in  accordance  with  the  needs  of  the  service.  The  Students' 
Army  Training  Corps  will  be  organized  as  infantry  under  the  Tables  of 
Organization  and  the  fundamental  infantry  training  common  to  all  branches 
of  the  service  will  be  given. 

VI. 
SCOPE  OF  TRAINING 

24.  For  Section  A  the  instruction  will  be  partly  military  and  partly  in 
allied  subjects  that  have  value  as  a  means  of  training  officers  and  experts  to 
meet  the  needs  of  the  service. 

The  average  number  of  hours  to  be  devoted  each  week  to  those  subjects 
will  be  as  follows: 

MILITARY  INSTRUCTION 

(1)  Military  subjects,  including  practical  instruction  (drill,  etc.),  theoretical 

military  instruction  and  physical  training. — Eleven  hours. 

INSTRUCTION  IN  ALLIED  SUBJECTS 

(2)  Allied  subjects,  including  lectures,  recitations,  laboratory  instruction  and 

the  necessary  preparation  therefor — forty-two  hours.     (Each  hour  of 
lecture  or  recitation  will  ordinarily  require  two  hours  of  supervised 
study.) 
The  hours  above  set  forth  have  reference  to  the  normal  course.    In  the 
case  of  students  who  have  pursued  for  at  least  one  year  at  an  approved  insti- 
tution such  studies  as  form  part  of  the  program  of  preparation  for  the  Chemi- 
cal Warfare  Service,  the  Medical  Corps,  the  Engineer  Corps,  the  Ordnance 
Corps  or  other  technical  branches  of  the  service,  the  Committee  on  Educa- 
tion and  Special  Training  may  authorize  a  reduction  in  the  hours  of  military 


APPENDIX  D  71 


instruction  (including  practical  military  instruction,  theoretical  military 
instruction  and  physical  training)  to  not  less  than  six  hours  per  week,  pro- 
vided that  the  reduction  is  made  good  by  the  substitution  of  a  corresponding 
number  of  additional  hours  of  instruction  in  approved  technical  subjects. 

Provision  will  be  made  for  approving  general  programs  as  well  as  technical 
and  special  programs,  in  medicine,  engineering,  chemistry  and  other  technical 
courses. 

APPROVAL  OF  COURSES  IN  ALLIED  SUBJECTS 

25.  The  Committee  on  Education  and  Special  Training  will  furnish  from 
time  to  time  suggestions  regarding  the  treatment  of  allied  subjects  that  are 
chosen  as  parts  of  the  curriculum.  District  Educational  Directors  (Section 
A)  are  authorized  to  approve  courses  which  they  deem  to  be  suitable,  subject 
to  the  ratification  of  the  Educational  Director  (Section  A). 

LIST  OF  ALLIED  SUBJECTS 

26.  The  allied  subjects  will  ordinarily  be  selected  from  the  following  list: 
English,  French,  German,  Mathematics,  Physics,  Chemistry,  Biology,  Psy- 
chology, Geology,  Geography,  Topography  and  Map  Making,  Meteorology, 
Astronomy,  Hygiene,  Sanitation,  Descriptive  Geometry,  Mechanical  and 
Freehand  Drawing,  Surveying,  Economics,  Accoimting,  History,  Interna- 
tional Law,  Military  Law,  and  Government. 

Permission  may  be  granted  for  the  recognition,  as  an  allied  subject,  of 
not  more  than  one  subject  outside  the  above  list  provided  that  it  occupies  not 
more  than  three  hours  per  week  in  lectures  and  recitations  with  correspond- 
ing time  for  study. 

In  the  case  of  technical  and  professional  schools  provision  will  be  made 
for  approving  general  programs  of  study  containing  subjects  other  than  those 
included  in  the  above  list  of  allied  subjects. 

THE  WAR  ISSUES  COURSE 

The  program  of  study  in  allied  subjects  must  include  a  course  on  the 
underlying  issues  of  the  war.  This  may  be  planned  as  a  special  War  Issues 
course  with  a  minimum  for  Section  A  of  three  classroom  hours  per  week, 
with  corresponding  time  for  study,  covering  three  terms,  or  the  requirement 
may  be  met  by  a  course  or  courses  in  history,  government,  economics,  philos- 
ophy or  modern  literature  where  these  courses  are  so  planned  as,  in  the 
opinion  of  the  Educational  Director  (Section  A),  to  accomplish  substantially 
the  same  purpose. 

The  District  Educational  Director  (Section  A)  may  empower  colleges  to 
excuse  from  this  course: 

(1)  Members  of  the  S.  A.  T.  C.  who  have  had  a  similar  course  even  though 
not  identical  in  every  detail,  or 


72  APPENDICES 


(2)  Members  of  the  S.  A.  T.  C.  who  have  already  had  at  least  two  years 
of  work  of  collegiate  grade  in  an  approved  institution  and  who  shotdd 
be  required  to  concentrate  the  whole  of  their  time  on  advanced  studies. 
While  the  study  of  any  of  the  subjects  set  forth  above  should  be  useful  as 
a  part  of  the  training  of  future  officers,  the  content  of  the  course  and  the 
methods  of  instruction  vAll  in  each  case  determine  the  acceptance  of  the  sub- 
ject as  well  as  the  amount  of  credit  to  be  assigned  to  it  as  an  allied  military 
subject.     This  credit  may  vary  according  to  the  branch  of  the  service  for 
which  the  student  is  preparing,  e.  g.,  Field  Artillery,  Medical  Corps,  or  Engi- 
neering Corps. 

27.  For  Section  B  the  average  number  of  hours  to  be  devoted  each  week 
to  military  and  vocational  training  will  be  as  follows : 

(1)  Military  subjects,  including  practical  instruction  (drill,  etc.),  and  physical 

training — fifteen  and  one-half  hours. 

(2)  Vocational  subjects — thirty-three  hours. 

(3)  War  Issues  Course  (see  fourth  paragraph,  Section  26  above) — one  hour. 

VII. 
MILITARY  INSPECTION 

MILITARY  INSPECTORS 

28.  A  body  of  Military  Inspectors  will  cover  units  of  the  Students'  Army 
Training  Corps  and  report  directly  to  the  Committee  on  Education  and  Spe- 
cial Training. 

VIII. 
UNIFORMS  AND  EQUIPMENT 

UNIFORMS 

29.  (a)  The  uniform  of  a  member  of  the  Students'  Army  Training  Corps 
and  his  allowance  of  clothing  will  be  that  of  a  private  soldier  and  will  be. 
furnished  complete  as  far  as  practicable. 

ARMS  AND  EQUIPMENT 

(b)  The  number  and  kinds  of  arms  and  equipment  to  be  issued  will,  so  far 
as  practicable,  conform  to  those  prescribed  for  the  Army. 

USE  OF  GOVERNMENT  PROPERTY 

30.  No  article  of  Government  uniform  or  equipment,  issued  under  the 
provisions  of  the  foregoing  sections,  shall  be  used  except  to  uniform  members 
of  the  unit  of  the  Students'  Army  Training  Corps  at  the  institution  to  which 
said  uniform  and  equipment  were  issued. 


APPENDIX  D  73 


ISSUE  OF  GOVERNMENT  PROPERTY 

31.  All  Government  property  will  be  issued  and  invoiced  to  the  Supply 
Officer  who  will  be  accountable  to  the  Government  for  same.  Requisitions 
and  returns  for  Government  property  must  be  prepared  in  accordance  with 
the  regulations  governing  the  respective  supply  departments  concerned. 

REQUISITIONS 

32.  Requisitions  for  Government  property  will  be  sent  by  the  Command- 
ing Officer  to  the  Committee  on  Education  and  Special  Training,  who,  after 
approving,  will  forward  them  to  the  proper  source  of  supply. 

SHIPMENTS 

33.  Authorized  shipment  of  Government  property  from  depots,  arsenals, 
or  armories  to  institutions,  and  authorized  return  shipments  of  such  property 
from  institutions  to  depots,  arsenals  or  armories,  will  be  made  on  regular 
form  of  Government  Bill  of  Lading,  at  the  expense  of  the  United  States. 

STORAGE  AND  CLEANING 

34.  Adequate  facilities  must  be  provided  by  the  institution  for  the  proper 
storage,  care  and  safekeeping  of  Government  property  issued  to  it.  All  Gov- 
ernment property  must  be  kept  in  serviceable  condition.  A  proper  allowance 
of  cleaning  material  and  spare  parts  will  be  issued  so  far  as  practicable  hy 
the  Government  for  this  purpose.  Detailed  instruction  as  to  the  care,  use, 
preservation  and  accountability  of  Government  property  are  found  in  the 
Army  Regulations,  and  in  other  regulations  or  instructions  issued  by  the 
War  Department,  and  strict  adherence  to  same  is  enjoyed  upon  all  concerned. 

35.  Action  concerning  the  loss,  damage  or  unserviceability  of  Government 
property  will  be  in  accordance  with  Army  Regulations. 

36.  The  sale  or  pledge  of  any  article  of  uniform,  arms  or  equipment  by 
an  enlisted  man  is  an  offense  punishable  by  court-martial. 

IX. 
INSIGNIA 

37.  Members  of  the  Students'  Army  Training  Corps  will  wear,  with  the 
service  hat,  ah  olive  drab  cord.  They  will  wear  as  collar  insignia  a  bronze 
disk  bearing  the  letters  U.  S. 

Acting  non-commissioned  officers  of  the  Students'  Army  Training  Corps 
will  wear  the  chevrons  prescribed  for  non-commissioned  officers  of  the  Army. 

X. 

MISCELLANEOUS 

38.  Provisions  of  these  regulations  do  not  affect  obligations  to  provide 
military  instruction  imposed  by  the  Act  of  July  2,  1862,  upon  land-grant  insti- 
tutions. 


Appendix  £ 

War  Department, 

Washington,  D.  C, 

August  28,  1918. 
STATEMENT 

FROM:  The  Committee  on  Education  and  Special  Training. 

TO:  The  Colleges  of  the  United  States. 

SUBJECT:      General   Plan   of  Operation. 

The  man-power  bill  pending  in  Congress  definitely  binds  the  country  to 
the  policy  of  consecrating  its  entire  energy  to  the  winning  of  the  war  as 
quickly  as  possible.  It  fixes  the  age  limits  from  18-45,  both  inclusive.  It 
places  the  nation  upon  a  war  basis.  The  new  military  program,  as  outlined 
by  the  Secretary  of  War,  calls  for  the  increase  of  the  Army  by  more  than  two 
million  men  by  July  1,  1919.  This  will  probably  necessitate  the  mobilization 
of  all  physically-fit  registrants  under  21,  within  ten  months  from  this  date. 
With  respect  to  students,  since  they  are  not  to  be  made  in  any  sense  a 
deferred  or  favored  class,  this  means  that  they  will  practically  all  be  assigned 
to  active  service  in  the  field  by  June,  1919.  The  only  exceptions  will  be 
certain  students  engaged  in  technical  studies  of  military  value,  e.g.,  medicine, 
engineering  and  chemistry.  Under  these  conditions  it  is  obvious  that  schools 
and  colleges  for  young  men  within  the  age  limits  of  the  new  law,  cannot 
continue  to  operate  as  under  peace  conditions.  Fundamental  changes  must 
be  made  in  college  and  school  practices  in  order  to  adapt  them  to  effective 
service  in  this  emergency. 

The  following  statements  outline  the  general  plan  under  which  the 
Students'  Army  Training  Corps  will  operate  under  the  changed  conditions 
produced  by  the  revision  of  the  Selective  Service  Law. 

1.  All  young  men,  who  were  planning  to  go  to  school  this  fall,  should 
carry  out  their  plans  and  do  so.  Each  should  go  to  the  college  of  his  choice, 
matriculate,  and  enter  as  a  regular  student.  He  will,  of  course,  also  register 
with  his  local  board  on  the  registration  day  set  by  the  President.  As  soon 
as  possible  after  registration  day,  probably  on  or  about  October  1,  oppor- 
tunity will  be  given  for  all  the  regularly  enrolled  students  to  be  inducted  into 
the  Students'  Army  Training  Corps  at  the  schools  where  they  are  in  attend- 
ance. Thus  the  Corps  will  be  organized  by  voluntary  induction  under  the 
Selective  Service  Act,  instead  of  by  enlistment  as  previously  contemplated. 

The  student,  by  voluntary  induction,  becomes  a  soldier  in  the  United 
States  Army,  uniformed,  subject  to  military  discipline  and  with  the  pay  of 
a  private.  They  will  simultaneously  be  placed  on  full  active  duty  and  con- 
tracts will  be  made  as  soon  as  possible,  with  the  colleges  for  the  housing, 
subsistence  and  instruction  of  the  student  soldiers. 

2.  Officers,  uniforms,  rifles  and  such  other  equipment  as  may  be  available 
will  be  furnished  by  the  War  Department,  as  previously  announced. 

75 


76  APPENDICES 


3.  The  Student-soldiers  will  be  given  military  instruction  under  officers 
of  the  Army  and  will  be  kept  under  observation  and  test  to  determine  their 
qualification  as  officer-candidates,  and  technical  experts  such  as  engineers, 
chemists  and  doctors.  After  a  certain  period,  the  men  will  be  selected  ac- 
cording to  their  performance,  and  assigned  to  military  duty  in  one  of  the 
following  ways: 

(a)  He  may  be  transferred  to  a  central  officers'  training  camp. 

(b)  He  may  be  transferred  to  a  non-commissioned  officers'  training 
school. 

(c)  He  may  be  assigned  to  the  school  where  he  is  enrolled  for  further 
intensive  v/ork  in  a  specified  line  for  a  limited  specified  time. 

(d)  He  may  be  assigned  to  the  vocational  training  section  of  the  Corps 
for  technician  training  of  military  value. 

(e)  He  may  be  transferred  to  a  cantonment  for  duty  with  troops  as  a 
private. 

4.  Similar  sorting  and  reassignment  of  the  men  will  be  made  at  periodical 
intervals,  as  the  requirements  of  the  service  demand.  It  cannot  be  now 
definitely  stated  how  long  a  particular  student  will  remain  at  college.  This 
will  depend  on  the  requirements  of  the  mobilization  and  the  age  group  to 
which  he  belongs.  In  order  to  keep  the  unit  at  adequate  strength,  men  will 
be  admitted  from  secondary  schools  or  transferred  from  Depot  Brigades  as 
the  need  may  require. 

Students  will  ordinarily  not  be  permitted  to  remain  on  duty  in  the  college 
units  after  the  majority  of  their  fellow  citizens  of  like  age  have  been  called 
to  military  service  at  camp.  Exception  to  this  rule  will  be  made,  as  the  needs 
of  the  service  require  it,  in  the  case  of  technical  and  scientific  students,  who 
will  be  assigned  for  longer  periods  for  intensive  study  in  specialized  fields. 

5.  No  units  of  the  Students'  Army  Training  Corps  will,  for  the  present, 
be  established  at  secondary  schools,  but  it  is  hoped  to  provide  at  an  early 
date  for  the  extension  of  military  instruction  in  such  schools.  The  secondary 
schools  are  urged  to  intensify  their  instruction  so  that  young  men  17  and  18 
years  old  may  be  qualified  to  enter  college  as  promptly  as  possible. 

6.  There  will  be  both  a  collegiate  section  and  vocational  section  of  the 
Students'  Army  Training  Corps.  Young  men  of  draft  age  of  grammar 
school  education,  will  be  given  opportunity  to  enter  the  vocational  section 
of  the  Corps.  At  present  about  27,500  men  are  called  for  this  section  each 
month.  Application  for  voluntary  induction  into  the  vocational  section 
should  be  made  to  the  Local  Board  and  an  effort  will  be  made  to  accommodate 
as  many  as  possible  for  those  who  volunteer  for  this  training. 

Men  in  the  vocational  section  will  be  rated  and  tested  by  the  standard 
Army  methods  and  those  who  are  found  to  possess  the  requisite  qualifications 
may  be  assigned  for  further  training  in  the  collegiate  section. 


APPENDIX    E  77 


7.  In  view  of  the  comparatively  short  time  during  which  most  of  the 
student-soldiers  will  remain  in  college  and  the  exacting  military  duties 
awaiting  them,  academic  instruction  must  necessarily  be  modified  along 
lines  of  direct  military  value.  The  War  Department  will  prescribe  or  sug- 
gest such  modifications.  The  schedule  of  purely  military  instruction  will 
not  preclude  effective  academic  work.  It  will  vary  to  some  extent  in  ac- 
cordance with  the  type  of  academic  instruction,  e.g.,  will  be  less  in  a  medical 
school  than  in  a  college  of  liberal  arts. 

8.  The  primary  purpose  of  the  Students'  Army  Training  Corps  is  to 
utilize  the  executive  and  teaching  personnel  and  the  physical  equipment  of 
the  colleges  to  assist  in  the  training  of  our  new  armies.  This  imposes  great 
responsibilities  on  the  colleges  and  at  the  same  time  creates  an  exceptional 
opportunity  for  service.  The  colleges  are  asked  to  devote  the  whole  energy 
and  educational  power  of  the  institution  to  the  phases  and  lines  of  training 
desired  by  the  Government.  The  problem  is  a  new  one  and  calls  for 
inventiveness  and  adaptability  as  well  as  that  spirit  of  co-operation  which  the 
colleges  have  already  so  abundantly  shown. 

9.  The  plan  contemplates  the  making  of  contracts  with  all  institutions 
having  units  of  the  Students'  Army  Training  Corps  for  the  housing,  sub- 
sistence and  instruction  of  the  student-soldiers  to  take  effect  on  or  about 
October  1,  1918.  A  separate  statement  of  this  date  sets  forth  the  procedure 
and  principles  governing  these  contracts. 

By  Robert  I.  Rees, 

Colonel,  General  Staff  Corps, 
Chairman. 


78  APPENDICES 


War  Department, 
Washington,  D.  C. 
August  28,  1918. 

FROM:  The   Committee    on    Education    and    Special    Training. 

TO:  The  Presidents  of  All  Institutions  Authorized  to  Maintain  Students'  Army 

Training  Corps  Units, 
SUBJECT:     Contractural  Relations  With  Colleges. 

Dear  Sirs: 

A  separate  statement  of  this  date  sets  forth  the  revised  general  plans  for 
the  Students'  Army  Training  Corps.  This  letter  states  the  basis  for  con- 
tractual relations  with  the  colleges. 

CONTRACT  BASIS 

1.  In  view  of  the  fact  that  the  student  soldiers  will  be  on  active  duty 
status  from  the  time  they  are  inducted,  on  or  about  October  1,  1918,  it  is 
incumbent  on  the  Government  to  assume  the  expense  from  that  time,  of 
their  housing,  subsistence  and  instruction.  This  is  to  be  done  through  con- 
tracts with  each  institution. 

It  is,  therefore,  desired  by  the  War  Department  that  each  institution 
authorized  to  maintain  a  Students'  Army  Training  Corps  unit,  shall  contract 
at  the  earliest  possible  date  with  the  War  Department,  for  the  housing,  sub- 
sistence and  instruction  of  the  soldiers  assigned  to  it  as  members  of  the 
Students'  Army  Training  Corps,  such  contracts  to  take  effect  as  of  October 
1st,  1918,  or  such  date  about  October  1st  on  which  inductions  are  made. 

PROCEDURE  FOR  MAKING  CONTRACTS 

2.  It  is  desired  that  every  institution  shall  be  on  a  contract  basis  with  the 
War  Department  before  October  1,  1918,  and  at  the  earliest  possible  date 
prior  to  that  time.  It  is  not  possible,  however,  to  conduct  individual 
negotiations  and  make  detailed  contract  arrangements  with  each  of  the  more 
than  three  hundred  institutions  concerned.  The  situation  will,  therefore,  be 
met  by  temporary  contract  to  be  superseded  later  by  a  permanent  contract, 
in  connection  with  which  a  final  basis  of  payment  and  all  details  will  be 
arranged.  There  are  herewith  enclosed  duplicate  forms  of  application 
which  you  are  requested  to  return  to  the  Committee  on  Education  and 
Special  Training,  Room  595,  War  Department,  as  soon  as  practicable.  Re- 
turn envelope  is  enclosed.  On  acceptance  by  the  committee  and  return  to 
you  of  one  copy,  the  application  becomes  the  temporary  contract  with  the 
War  Deaprtment  above  referred  to.  The  following  may  be  stated  with  re- 
gard to  the  terms  of  this  temporary  contract : 

(a)  The  per  diem  rate  of  $1.00  for  subsistence  and  housing  is  to  govern 
temporarily  pending  examination  of  the  conditions  in  the  individual  institu- 
tion, and  a  careful  working  out  of  the  costs  involved.  The  amount  so  fixed 
is  calculated  from  the  experience  of  this  committee  during  the  past  five 


APPENDIX    E  79 


months  in  contracting  with  over  100  collegiate  institutions  for  the  housing, 
subsistence  of  over  100,000  soldiers  in  the  National  Army  Training  Detach- 
ment. This  experience  indicates  that  the  average  cost  of  housing  is  15  to  20 
cents  per  day;  subsistence  (Army  ration  or  equivalent)  70  to  80  cents  per 
day.  The  tuition  charge  is  based  on  the  regular  per  diem  tuition  charge  of 
the  institution  in  the  year  1917-1918.  The  permanent  contract,  to  be  arrived 
at  on  the  basis  of  ascertained  facts,  will  take  account  of  any  losses  suffered 
by  the  institution  under  the  temporary  arrangement  or  any  excess  cost  paid 
by  the  Government  thereunder. 

(b)  It  is  appreciated  that  some  difficulties  will  be  met  with,  in  providing 
housing  and  mess  facilities  on  short  notice.  It  is  desired  that  the  men  be 
housed  and  have  their  meals  in  as  large  groups  as  possible.  In  some  institu- 
tions facilities  already  exist;  in  others,  facilities  can  be  readily  adapted;  in 
others,  barracks  or  mess  shack  construction  will  be  necessary.  Experience 
shows  that  it  will  be  feasible  within  thirty  days,  in  practically  every  case,  to 
make  satisfactory  temporary  arrangements,  by  using  initiative  and  resource- 
fulness and  with  the  assistance  of  the  Commanding  Officer.  There  is  no 
objection,  for  example,  to  the  taking  over  by  the  college  of  fraternity  houses 
or  private  dormitories,  or  the  conversion  of  other  buildings  for  housing  and 
subsistence  purposes.  The  kind  of  building  is  not  important  provided  that 
the  conditions  are  sanitary  and  healthful. 

COLLECTION  OF  TUITION  FEES  FROM  STUDENTS 

(c)  The  contract  status  contemplates,  of  course,  that  the  student  soldiers 
shall  pay  nothing  to  the  institution  for  their  instruction  nor  for  housing  or 
subsistence.  Since  it  is  necessary  in  many  cases,  however,  that  the  institu- 
tions be  provided  with  funds  for  operating  expenses  at  the  commencement  of 
the  college  year,  and  since  the  Government  will  not  assume  the  costs  until 
about  October  1,  1918,  the  institution  will  collect  a  proportion  of  the  tuition 
fees  covering  the  period  from  the  opening  of  the  fall  term  to  October  1,  1918. 
Thus  if  the  half-year  tuition  fee  is  $100  and  the  institution  opens  September 
15,  the  amount  collected  will  be  one-eighth,  or  $12.50. 

The  first  payment  under  the  Government  contract  will  be  made  about  two 
weeks  after  submission  of  the  first  voucher,  which  will  cover  the  period  from 
October  1  to  15,  1918,  with  monthly  payments  thereafter. 

PERMANENT  CONTRACT 

3.    The  following  governing  principles  may  be  stated: 

(a)  The  basis  of  payment  will  be  reimbursed  for  actual  and  necessary 
costs  to  the  institutions  for  the  services  rendered  to  the  Government  in  the 
maintenance  and  instruction  of  the  soldiers,  with  the  stated  limitation  as  to 
cost  of  instruction.     Contract  price  will  be  arrived  at  by  agreement  after 


8o  APPENDICES 


careful  study  of  the  conditions  in  each  case,  in  conference  with  authorities  of 
the  institution. 

(b)  The  War  Department  will  have  authority  to  specify  and  control  the 
courses  of  instruction  to  be  given  by  the  institution. 

(c)  The  entity  and  power  for  usefulness  of  the  institutions  will  be  safe- 
guarded, so  that  when  the  contract  ends  the  institutions  shall  be  in  condition 
to  resume  their  functions  of  general  education. 

(d)  The  teaching  force  will  be  preserved  so  far  as  practicable,  and  this 
matter  so  treated  that  its  members  shall  feel  that  in  changing  to  the  special 
intensive  work  desired  by  the  Government,  they  are  rendering  a  vital  and 
greatly  needed  service. 

(e)  The  Government  will  ask  from  the  institutions  a  specific  service, 
that  is,  the  housing,  subsistence  and  instruction  along  specified  lines  of  a 
certain  number  of  student  soldiers.  There  will  be  no  interference  with  the 
freedom  of  the  institution  in  conducting  other  courses  in  the  usual  way. 

(f)  The  contract  will  be  for  a  fixed  term,  probably  nine  months,  subject 
to  renewal  for  a  further  period  on  reasonable  notice,  on  terms  to  be  agreed 
upon  and  subject  to  cancellation  on  similar  notice. 

5.  In  view  of  the  necessity  of  prompt  action  in  establishing  the  temporary 
contract  basis,  you  are  requested  to  return  in  duplicate  the  inclosed  "request 
for  Assignment  of  Soldiers"  at  the  earliest  possible  date. 

By  Robert  I.  Rees, 

Colonel,  General  Staff  Corps, 
Chairman. 

REQUEST  FOR  ASSIGNMENT  OF  SOLDIERS  OF 
STUDENTS'   ARMY   TRAINING   CORPS,   UNITED    STATES    ARMY 

TO 

College   (University) 

,  a  corporation 

(Name  of  Institution) 

under  the  laws  of  the  State  of hereby  requests 

the   War   Department   of  the   United   States   to   assign   to   the   institution 

soldiers  of  the  United 

(Estimated  number  in  S.  A.  T.  C.  Unit) 
States  Army,  members  of  the  Students'  Army  Training  Corps,  on  the  follow- 
ing conditions: 

1.  Eligible  students  are  to  be  inducted  into  the  United  States  Army  on 
their  voluntary  application,  on  or  about  October  1,  1918,  and  are  forthwith 
to  be  assigned  on  active  duty  at  the  institution. 

2.  The  institution  will  after  the  assignment  of  such  soldiers : 

(a)    Furnish  such  academic  instruction  to  the  said  soldiers  as  may  be 


APPENDIX    E  8i 


approved  or  prescribed  by  the  War  Department,  it  being  understood  that 
until  the  War  Department  otherwise  indicates,  the  regular  curriculum  shall 
be  deemed  approved; 

(b)  Will  provide  for  the  proper  and  sanitary  housing  of  said  soldiers  in 
as  large  groups  as  reasonably  possible ; 

(c)  Will  provide  meals  for  the  said  soldiers  of  a  quantity  and  quality 
equivalent  to  the  standard  Army  ration,  and  under  the  proper  sanitary 
conditions; 

(d)  Will  provide  suitable  and  adequate  grounds  for  military  instruction 
and  drill  of  the  soldiers  and  suitable  offices  for  the  military  administration 
of  the  unit; 

(e)  Will  co-operate  closely  with  the  War  Department  and  its  authorized 
representatives  in  all  matters  above  referred  to ; 

(f)  Will  receive  from  its  students  who  are  eligible  for  the  Students' 
Army  Training  Corps  and  indicate  their  intention  of  applying  for  induction 
therein,  only  such  proportion  of  the  usual  tuition  and  other  fees  as  will  cover 
the  period  from  the  opening  of  the  college  year  to  October  1,  1918,  or,  if  more 
has  already  been  received,  will  make  individual  adjustment  with  the  students 
accordingly. 

3.  The  War  Department  will : 

(a)  Provide  for  the  military  instruction  of  the  soldiers; 

(b)  Provide  uniforms  and  the  necessary  personal  equipment  of  the 
soldiers  to  the  extent  practicable; 

(c)  Furnish  necessary  cots,  blankets,  and  bed-sacks  or  mattresses  to  the 
extent  practicable. 

(d)  Pay  to  the  institution  as  soon  as  practicable,  after  submission  of  duly 
executed  vouchers,  the  sum  of  one  dollar  ($1.00)  per  day  for  each  soldier 

assigned  to  the  institution  on  active  duty  plus  the  sum  of cents 

(see  note)  per  day  for  each  soldier  so  assigned,  for  tuition,  making  a  total 

of  one  dollar  and cents  per  day  per  soldier.     The  first  voucher 

submitted  will  cover  the  period  of  two  weeks  following  the  induction  of  the 
soldiers  and  their  assignment  to  active  duty,  and  will  be  submitted  monthly 
thereafter. 

4.  It  is  understood  that  the  arrangement  evidenced  hereby  shall  be  tem- 
porary and  that  as  soon  as  practicable  a  permanent  contract  shall  be  made 
between  the  institution  and  the  War  Department,  covering  the  period  to 
July  1,  1918.  The  basis  of  that  contract  with  respect  to  payment  shall  be 
reimbursement  for  the  actual  and  necessary  costs  of  providing  the  instruction, 
subsistence  and  housing  required  during  the  entire  period  of  the  contractual 
relation  with  the  War  Department,  the  necessary  adjustments  to  be  made 
accordingly,  provided  that  the  per  diem  allowance  to  be  made  for  cost  of 


82  APPENDICES 


academic  instruction  shall  not  exceed  the  regular  per  diem  tuition  charge 
of  the  institution. 

5.  The  institution  and  the  War  Department  will  co-operate  to  the  fullest 
extent  to  obtain  the  best  results,  and  will  endeavor  as  soon  as  practicable  to 
arrive  at  the  said  permanent  contract  on  an  equitable  financial  basis,  in 
accordance  with  the  principle  of  reimbursement  for  actual  costs  as  above 
stated. 

Name  of  Institution. 
By 

Accepted 

Secretary  of  War  Department  Com- 
mittee   on    Education    and    Special 
Training. 
Witness : 

Witness : 


NOTE — Insert  at  this  point  a  number  of  cents  equal  to  the  yearly  tuition 
fee  of  the  institution  (or  department  thereof)  in  the  college  year  of  1917-1918 
divided  by  270;  e.g.,  on  an  average  yearly  tuition  fee  of  $100.00  the  amount  is 
100  H- 270  =  .3703  cents. 


Appendix  F 

THE  STUDENTS'  ARMY  TRAINING  CORPS 
DESCRIPTIVE  CIRCULAR 
ADMINISTRATION 

1.  The  Students'  Army  Training  Corps  is  administered  by  the  Committee 
on  Education  and  Special  Training,  of  the  War  Department,  Second  Floor, 
Mills  Building,  Washington,  D.  C. 

PURPOSE 

2.  The  primary  purpose  of  the  Students'  Army  Training  Corps  is  to  utilize 
the  executive  and  teaching  personnel  and  the  physical  equipment  of  the  edu- 
cational institutions  to  assist  in  the  training  of  our  new  armies.  These  facili- 
ties will  be  especially  useful  for  the  training  of  officer-candidates  and  technical 
experts  of  all  kinds  to  meet  the  needs  of  the  service.  This  training  is  con- 
ducted in  about  600  colleges,  universities,  professional,  technical  and  trade 
schools  of  the  country. 

VOCATIONAL  AND  COLLEGIATE  SECTIONS 

3.  The  Corps  is  divided  into  two  sections,  the  Collegiate  or  "A"  Section 
and  the  Vocational  or  "B"  Section.  The  units  of  the  "B"  Section  were 
formerly  known  as  National  Army  Training  Detachments.  They  aim  to 
train  soldiers  for  service  as  trade  specialists  in  the  Army.  As  the  program 
for  vocational  training  is  now  virtually  completed,  few,  if  any,  new  units  of 
this  type  will  for  the  present  be  added. 

The  "A,"  or  Collegiate  Section,  which  was  inaugurated  October  1st,  is 
open  to  registrants  who  are  members  of  some  authorized  college,  university 
or  professional  school.  Students  of  authorized  institutions  join  the  Students' 
Army  Training  Corps  by  voluntary  induction  into  the  service.  They  then 
become  members  of  the  Army  on  active  duty,  receiving  pay  and  subsistence, 
subject  to  military  orders,  and  living  in  barracks  under  military  discipline  in 
exactly  the  same  manner  as  any  other  soldier. 

The  housing,  subsistence  and  instruction  of  soldiers  in  both  branches  of 
the  Students'  Army  Training  Corps  is  provided  by  educational  institutions 
under  contract  with  the  Government.  A  list  of  such  institutions  will  be 
found  at  the  end  of  this  circular. 

CHOICE  OF  SERVICE 

4.  The  members  of  the  Students'  Army  Training  Corps  are  voluntarily 
inducted  into  the  service,  and  are  ordinarily  allowed  to  choose  the  branch  of 
the  service  for  which  they  wish  to  be  prepared.  This  freedom  of  choice, 
however,  is  not  absolute.  It  depends  upon  the  individual's  qualifications  and 
upon  the  needs  of  the  service  at  any  particular  time. 

83 


84  APPENDICES 


OPPORTUNITIES 

5.  The  status  of  a  member  of  the  Students'  Army  Training  Corps  is  that 
of  a  private.  Members  of  a  collegiate  or  "A"  Section  who  show  by  their 
rating  in  academic  and  military  work  that  they  have  unusual  ability  may  be : 

(a)  Transferred  to  a  Central  Officers'  Training  School; 

(b)  Transferred  to  a  Non-Commissioned  Officers'  School; 

(c)  Assigned  to  the  institution  where  they  are  enrolled  for  further  in- 
tensive work  in  a  specified  line  as,  for  instance,  in  engineering,  chemistry  or 
medicine. 

Those  members  of  a  collegiate  section  whose  record  is  such  as  not  to 
justify  the  Government  in  continuing  their  collegiate  training  may  be: 

(a)  Assigned  to  a  vocational  training  section  for  technical  training  of 
military  value; 

(b)  Transferred  to  a  cantonment  for  duty  with  troops  as  a  private. 
Members  of  a  vocational  section  who  show  exceptional  fitness  or  promise 

may  be  recommended  for  officers'  or  non-commissioned  officers'  schools,  or 
may  be  continued  at  institutions  for  more  advanced  study. 

RELATION  TO  DRAFT 

5.  Members  of  the  Students'  Army  Training  Corps,  having  already  been 
inducted  into  the  service,  will  thereafter  not  be  subject  to  call  by  their  Local 
Boards.  It  is  expected  that  the  members  of  collegiate  sections  will  be  trans- 
ferred from  institutions  every  three  months  in  age  groups,  the  twenty-year- 
old  men  going  first,  the  nineteen-year-old  men  going  next,  and  the  eighteen- 
year-old  men  last,  roughly  corresponding  to  the  periods  at  which  men  of 
these  ages  will  be  called  under  the  Selective  Service  Law.  As  these  groups 
leave  the  colleges  their  places  will  be  taken  by  new  contingents  obtained  by 
individual  induction  or,  if  necessary,  from  depot  brigades.  Students  of  such 
subjects  as  engineering,  chemistry  and  medicine  may  be  required  to  finish 
their  courses  where  the  needs  of  the  service  make  this  desirable. 

Members  of  vocational  sections  will  ordinarily  remain  at  the  institution 
for  two  months  and  will  then  be  assigned  to  various  branches  of  the  service 
in  which  technicians  are  needed. 

It  is  impossible  to  say  absolutely  how  long  the  training  of  any  particular 
man  will  continue  since  this  will  depend  upon  the  capacity  of  the  individual 
and  upon  the  changing  needs  of  the  service. 

CURRICULA 

6.  In  addition  to  11  hours  per  week  of  military  training  the  course  of 
study  of  the  men  in  the  collegiate  section  of  the  Students'  Army  Training 
Corps  will  consist  of  the  ordinary  college  or  technical  courses  grouped  and 
modified  in  such  ways  as  are  necessary  to  meet  the  needs  of  the  War  Depart- 


APPENDIX  F  8s 


ment.  Students  in  colleges  of  Liberal  Arts  will  have  as  much  free  election 
as  it  is  possible  to  give  them.  Students  in  engineering,  medical,  law,  and 
other  professional  or  technical  schools  will  pursue  special  curricula  approved 
by  the  War  Department. 

Members  of  vocational  sections  will  pursue  such  subjects  as  auto-driving, 
auto-repair,  bench  woodwork,  sheet  metal  work  and  electrical  work,  etc.,  in 
addition  to  15^2  hours  per  week  of  military  training. 

Members  of  both  sections  will  attend  courses  on  the  Issues  of  the  War. 

ADMISSION  REQUIREMENTS 

7.  Registrants  who  have  a  grammar  school  education  or  equivalent  trade 
experience  are  eligible  for  vocational  sections.  Eligible  registrants  may  be 
inducted  into  these  sections,  either  by  special  calls  issued  to  the  Local  Boards, 
or  by  individual  voluntary  induction  upon  application  to  the  committee  in 
Washington.  For  the  present,  candidates  are  advised  to  apply  at  their  Local 
Boards. 

Registrants  who  are  graduates  of  standard  four-year  secondary  schools  or 
have  equivalent  educational  qualifications  are  eligible  for  collegiate  sections 
and  will  be  inducted  at  the  institutions  to  which  they  secure  admission. 
The  admission  requirements  into  the  colleges,  and  hence  into  the  Students' 
Army  Training  Corps,  have  been  left  substantially  as  they  were.  Young 
men  seeking  information  as  to  how  to  join  a  collegiate  unit  of  the  corps 
should  apply  not  to  the  War  Department,  but  to  the  Dean  or  Registrar  of 
the  college  of  their  choice. 

Only  registrants,  physically  qualified  for  general  or  limited  service,  are 
eligible  for  the  Students'  Army  Training  Corps.  Except  in  case  of  certain 
specially  qualified  technical  and  professional  students,  registrants  prior  to 
September  12,  1918,  of  Class  I,  Group  A  (physically  quahfied  for  general 
service),  are  ineligible  for  induction  into  collegiate  sections;  but  registrants 
prior  to  September  12,  1918,  of  Medical  Group  C  (limited  service)  or  the 
deferred  classes  are  eligible. 

NAVY 

8.  At  certain  specified  institutions,  named  hereafter,  a  limited  number 
of  registrants  may,  upon  indicating  their  preference,  be  inducted  into  the 
Navy  or  the  Marine  Corps.  Such  men  will  wear  naval  uniforms,  and  pay 
their  own  expenses  individually  from  an  allowance  made  to  them  by  the 
Navy  Department.  The  Naval  and  Marine  Sections  will  attend  all  drills 
and  exercises  of  the  Stiwients'  Army  Training  Corps. 


86 


APPENDICES 


DISTRICT  HEADQUARTERS 

District  Headquarters  are  now  established  as  follows: 


Dist. 
No. 


Territory 


Inspect.   Officer 
and  Asst. 


1.     Maine,    N,     H.,     Vt.,     Maj.  W.  D.  Dillon 

R.   I.,   Conn.,   Mass Capt.  L.  A.  Whitney. , 


2.     New  Jersey  and  New     Lt.  Col.  Barton. 
York    Capt.  R.  T.  King 


3.     Pa..   Md..   Del.,   Dist.     Capt.  Guild 

of    Columbia    Capt.  D.  Crandall. . . . 


4.     Va.,  N.  C,  S.  C,  Ga.     Maj.  C.  Towner, 
and    Fla ist  Lt.  McGill . . 


5.      Ky.,  Tenn.,  Ala.,  and     Major  Lang 

Miss Maj.  D.  M.  Moore. 


6.  Indiana.      Ohio      and     Col.  Converse 

West  Virginia   Capt.  J.  R.  LaVigne .  . 

7.  Illinois,      Mich,     and     Major  Wygant 

Wisconsin Capt.  A.  T.  Knight .  . . 


8.     N.     Dak.,     S.     Dak.,     Capt.  McNeal 

Iowa,  Ncbr.  and  Minn. Capt.  H.  A.  Zillman. . 


9.     Wyo.,     Colo.,     Kans.     Major  Stogsdal 

and   Mo 1st  Lt.  D.  B.  Miller.  . 

10.     Ark.,  Okla.,  La.,  and     Major  Applewhite. .. . 
Texas Maj.  H.  D.  Strack 


II.     Arizona,    New    Mex.,     Captain  Leeds 

Calif.,    Ncv.,    Utah ist  Lt.  B.  C.  Burdick. 


12.     Wash.,    Idaho,    Ore.,     Captain  Patten 

and  Mont ist  Lt.  J.  B.  Roberts . 


1.  Bus.  Mgr. 

2.  Coll.  Dir. 

3.  Voc.  Dir. 

4.  W.   I.   C.    Dir.  Address 

J.   D.   Phillips Rogers    Bldg.,    4()i    Boylston 

Dr.  J.  H.   Ropes St.,    Boston,    Mass. 

A.  L.  Williston 

C.    H.    Moore 

nor  Engr.  Soc.  Eldg.,  29  W. 

Dr.   Chas.  A.   Richmond.     39th  St.,  New  York,  N.  Y. 

F.   E.   Mathewson 

W.  E.  Hocking 

Fred  T.   Moore No.    6,    Law    School    Bldg., 

Dr.  J.   H.   MacCracken..      Univ.       of       Pennsylvania, 

5.  A.    Zweibel Philadelphia,    Pa. 

W.   E.   Lingelbach 

J.    C.    Wardlaw Tucker    Bldg.,    Fayette    and 

Dr.   E.    K.   Graham Martin  Sts.,  Raleigh,  N.  C. 

R.  W.  Selvidge  and  L. 

A.   Roy,  Asst 

J.  G.  de  R.  Hamilton. .. 

Fred   B.    Frazier George      Peabody      College, 

Dr.   Bruce  R.   Payne....      Nashville,    Tenn. 
R.  W.  Selvidge  and  L. 

A.  Roy,  Asst 

M.    L.    Bonham 

B.  U.  Rannels 20    S.   Third    St.,    Columbus, 

Dr.  R.  M.  Hughes Ohio. 

W.   B.   Russell 

F.  S.   Bogardus 

Edwin   G.    Cooley Lewis  Institute,  Madison  and 

Dr.  M,   E.  Cooley Robey    Sts.,    Chicago,    111. 

P.   B.   Woodworth 

J.   H.  Tufts 

E.    L.    SomerviUe 315  14th  Ave.  S.  E.,  Minne- 

Dr.  E.  E.   Nicholson....     apolis,   Minn. 

A.  A.  Potter  and  P.  H. 

Smiley,   Asst 

J.  S.  Young 

Hale  H.   Cook College     Bldg.,     1422     Lydia 

Dr.   A.   Ross   Hill Ave.,    Kansas   City,    Mo. 

A.  A.  Potter  and  P.  H. 

Smiley,  Asst 

G.  H.  Mead 

S.    E.   Gideon Univ.    of    Texas,    University 

Dr.  R.  E.  Vinson Sta.,    Austin,    Texas. 

H.   C.  Givens 

R.   P.    Brooks 

W.  J.   Cooper Monadnock     Bldg.,     3d     and 

Dr.  R.  L.  Wilbur Market     Sts.,     San     Fran- 

J.    E.    Addicott Cisco,    Calif. 

J.  S.  P.  Tatlock 

H.  W.  Furlong Montana     Building,     Helena, 

Dr.  E.  C.  Elliott Mont. 

F.    H.    Shepherd 

E.  E.  Robinson 


APPENDIX  F 


87 


COLLEGIATE  SECTIONS 


ALABAMA 

ALABAMA   POLYTECHNIC  INSTITUTE. 

Auburn 
ALABAMA.    UNIVERSITY    OF,  University 

BIRMINGHAM    SOUTHERN    COLLEGE, 

Birmingham 
HOWARD    COLLEGE.  Birmingham 

SPRING  HILL  COLLEGE.  Spring   Hill 

STATE  NORMAL  SCHOOL.  Jacksonville 

STATE   NORMAL   SCHOOL.  Troy 

TALLEDEGA   COLLEGE   (Colored),     Talledega 


ARIZONA 
ARIZONA,   UNIVERSITY   OF, 


ARKANSAS 
ARKANSAS  BAPTIST  COLLEGE  (Colored), 

Little   Rock 
ARKANSAS    COLLEGE.  Batesville 

ARKANSAS.  UNIVERSITY  OF.  FayetteviUe 
HENDERSON-BROWN  COLLEGE,  Arkadelphia 
HENDRIX    COLLEGE.  Conway 

LITTLE  ROCK  COLLEGE,  Little  Rock 

OUACHITA    COLLEGE.  Arkadelphia 

PHILANDER  SMITH  COLLEGE  (Colored). 

Little   Rock 
STATE    SCHOOL   OF   AGRICULTURE. 

Joncsboro 

CALIFORNIA 

CALIFORNIA.    UNIVERSITY    OF.        Berkeley 
COLLEGE    OF    PHYSICIANS    AND    SUR- 
GEONS. San  Francisco 
LELAND    STANFORD    UNIVERSITY. 

Stanford  University 
LOS  ANGELES  STATE  NORMAL,  Los  Angeles 
OCCIDENTAL    COLLEGE.  Los  Angeles 

THE  PACIFIC.  UNIVERSITY  OF.  San  Jose 
POMONA   COLLEGE.  Claremont 

REDLANDS.    UNIVERSITY    OF.  Redlands 

SAN  DIEGO  JUNIOR  COLLEGE.  San  Diego 
SANTA  CLARA,  UNIVERSITY  OF.  Santa  Clara 
ST.  IGNATIUS  UNIVERSITY,  San  Francisco 
ST.    MARY'S    COLLEGE.  Oakland 

SOUTHERN    CALIFORNIA,    UNIVERSITY 

OF,  Los   Angeles 

THROOP    COLLEGE    OF   TECHNOLOGY, 

Pasadena 

COLORADO 

COLORADO  AGRICULTURAL  COLLEGE. 

Fort  Collins 
COLORADO   COLLEGE.  Colorado   Springs 

COLORADO  COLLEGE  OF  DENTAL  SUR- 
GERY. Denver 
COLORADO    STATE   TEACHERS    COLLEGE, 

COLORADO.   UNIVERSITY    OF,  Boulder 

DENVER.    UNIVERSITY    OF,  Denver 

STATE  SCHOOL  OF  MINES,  Golden 


CONNECTICUT 

CONNECTICUT    AGRICULTURAL    COL- 
LEGE, Storrs 
TRINITY    COLLEGE.                                     Hartford 
V/ESLEYAN    UNIVERSITY,                Middletown 
YALE  UNIVERSITY,                              New  Haven 


DISTRICT  OF  COLUMBIA 

CATHOLIC   UNIVERSITY   OF  AMERICA, 

Washington 

GEORGETOWN    UNIVERSITY,         Washington 

GEORGE   WASHINGTON    UNIVERSITY, 

Washington 

HOWARD    UNIVERSITY    (Colored), 

Washington 

FLORIDA 

FLORIDA   UNIVERSITY,  Gainesville 

JOHN   B.   STETSON   UNIVERSITY,  Deland 

SOUTHERN   COLLEGE,  Sutherland 


GEORGIA 

ATLANTA  SOUTHERN   DENTAL  COLLEGE, 

ATLANTA   UNIVERSITY    (Colored),        Atlanta 
EMORY    UNIVERSITY,  Atlanta 

GEORGIA   SCHOOL   OF  TECHNOLOGY, 

Atlanta 
GEORGIA,   UNIVERSITY    OF,  Athens 

MERCER   UNIVERSITY,  Macon 

MOREHOUSE   COLLEGE    (Colored),        Atlanta 
NORTH   GEORGIA  AGRICULTURAL  COL- 
LEGE. Dahlonega 
OGLETHORPE   UNIVERSITY,           Oglethorpe 


HAWAII 

HAWAII   COLLEGE, 

IDAHO 

IDAHO  UNIVERSITY, 


Honolulu 


Moscow 


DELAWARE 

DELAWARE  COLLEGE, 


Newark 


ILLINOIS 

ARMOUR  INSTITUTE  OF  TECHNOLOGY, 

Chicago 
AUGUSTANA   COLLEGE.  Rock    Island 

BRADLEY    POLYTECHNIC    INSTITUTE. 

Peoria 
CARTHAGE  COLLEGE,  Carthage 

CHICAGO  COLLEGE  OF  DENTAL  SUR- 
GERY. Chicago 
CHICAGO  UNIVERSITY.  Chicago 
CHICAGO  VETERINARY  COLLEGE,  Chicago 
CRANE  JUNIOR  COLLEGE,  Chicago 
DE  PAUL  UNIVERSITY.  Chicago 
EUREKA  COLLEGE.  Eureka 
HAHNEMAN  MEDICAL  SCHOOL,  Chicago 
HEDDING  COLLEGE,  Abingdon 
ILLINOIS  COLLEGE.  Jacksonville 
ILLINOIS  UNIVERSITY.  Urbana 
ILLINOIS  WESLEYAN   UNIVERSITY. 

Bloomington 
JAMES  MILLIKEN  UNIVERSITY,  Decatur 
KNOX    COLLEGE,  Galesburg 

LAKE   FORREST   COLLEGE,  Lake   Forrest 

LEWIS    INSTITUTE,  Chicago 

LOMBARD    COLLEGE.  Galesburg 

LOYOLA    UNIVERSITY.  Chicago 

McKENDREE    COLLEGE.  Lebanon 

MONMOUTH    COLLEGE.  Monmouth 

NORTHWESTERN    COLLEGE.  NaperviUe 

NORTHWESTERN    UNIVERSITY,       Evanston 
ST.   IGNATIUS  COLLEGE,  Chicago 

ST.    VIATOR    COLLEGE,  Bourbonnais 

SHURTLEFF   COLLEGE,  Upper  Alton 

WHEATON    COLLEGE,  Wheaton 

Y.  M.  C.  A.  COLLEGE,  Chicago 


88 


APPENDICES 


INDIANA 

BUTLER    COLLEGE,  Indianapolis 

CENTRAL  STATE  NORMAL  COLLEGE, 

Danville 
DE   PAUW   UNIVERSITY,  Greencastle 

FRANKLIN   COLLEGE,  Franklin 

HANOVER  COLLEGE,  Hanover 

HUNTINGTON    COLLEGE,  Huntington 

INDIANA  DENTAL  COLLEGE,  Indianapolis 
INDIANA  STATE  NORMAL  SCHOOL,  Muncie 
INDIANA    UNIVERSITY,  Bloomington 

INDIANA  VETERINARY  COLLEGE, 

Indianapolis 
NOTRE  DAME,  UNIVERSITY  OF,  Notre  Dame 
OAKLAND    CITY    COLLEGE,  Oakland  City 

PURDUE    UNIVERSITY,  West    Lafayette 

ROSE    POLYTECHNIC    INSTITUTE, 

Terre  Haute 
STATE   NORMAL  SCHOOL.  Muncie 

TAYLOR   UNIVERSITY,  Upland 

TRI-STATE    COLLEGE,  Angola 

VALPARAISO  UNIVERSITY,  Valparaiso 

WABASH    COLLEGE,  Crawfordsville 

IOWA 

BUENA   VISTA    COLLEGE,  Storm  Lake 

CENTRAL    COLLEGE,  Pella 

COE  COLLEGE,  Cedar  Rapids 

CORNELL  COLLEGE,  Mt.  Vernon 

DES   MOINES   COLLEGE,  Des  Moines 

DRAKE   UNIVERSITY,  Des  Moines 

DUBUQUE  COLLEGE.  Dubuque 

DUBUQUE  COLLEGE  AND   SEMINARY, 

Dubuque 
ELLSWORTH   COLLEGE.  Iowa   Falls 

GRINNELL   COLLEGE,  GrinneU 

IOWA  STATE  COLLEGE  OF  A.  &  M.,  Ames 
IOWA    STATE   TEACHERS    COLLEGE. 

Cedar  Falls 
IOWA,   UNIVERSITY    OF,  Iowa   City 

IOWA  WESLEYAN  COLLEGE,  Mt.  Pleasant 
LUTHER  COLLEGE.  Decorah 

MORNINGSIDE  COLLEGE.  Sioux  City 

PARSONS   COLLEGE.  Fairfield 

SIMPSON    COLLEGE.  Indianola 

UPPER  IOWA  UNIVERSITY,  Fayette 


Baldwin  City 

LindsboTg 

McPherson 

Emporia 

Sterling 

Wichita 


KANSAS 

BAKER  UNIVERSITY, 
BETHANY  COLLEGE. 
CENTRAL  COLLEGE, 
COLLEGE  OF  EMPORIA. 
COOPER  COLLEGE. 
FAIRMONT  COLLEGE. 
FORT  HAYS  NORMAL  SCHOOL.  Hays  City 
KANSAS  STATE  AGRICULTURAL  COL- 
LEGE, Manhattan 
KANSAS  STATE  NORMAL.  Emporia 
KANSAS.  UNIVERSITY  OF,  Lawrence 
KANSAS  WESLEYAN  UNIVERSITY.  Salina 
MIDLAND  COLLEGE,  Atchison 
OTTAWA  UNIVERSITY,  Ottawa 
ST.  MARY'S  COLLEGE,  St.  Marys 
SOUTHWESTERN  COLLEGE.  Winfield 
STATE     MANUAL    TRAINING    NORMAL 

SCHOOL.  Pittsburg 

WASHBURN   COLLEGE.  Topeka 

KENTUCKY 

BEREA   COLLEGE,  Berea 

BETHEL  COLLEGE.  Russelville 

CENTRE  COLLEGE.  Danville 

EASTERN    KENTUCKY    STATE   NORMAL 

SCHOOL.  Richmond 

GEORGETOWN    COLLEGE,  Georgetown 

KENTUCKY,    UNIVERSITY    OF,        Lexington 
KENTUCKY  WESLEYAN   COLLEGE, 

Winchester 
LOUISVILLE,    UNIVERSITY   OF,       LouisviUe 


OGDEN   COLLEGE,  Bowling   Green 

TRANSYLVANIA   COLLEGE,  Lexington 

WESTERN    KENTUCKY   STATE  NORMAL 
SCHOOL.  Bowling  Green 

LOUISIANA 

JEFFERSON    COLLEGE,  Convent 

LOUISIANA   COLLEGE,  Pineville 

LOUISIANA   INDUSTRIAL    INSTITUTE, 

Ruston 
LOUISIANA    STATE   UNIVERSITY, 

Baton   Rouge 
LOYOLA   UNIVERSITY,  New  Orleans 

ST.   CHARLES  COLLEGE,  Grand   Coteau 

SOUTHWESTERN    LOUISIANA   IND.    INST., 

Lafayette 
TULANE   UNIVERSITY,  New   Orleans 


Lcwiston 

Brunswick 

Waterville 

Orono 


MAINE 

BATES    COLLEGE, 
BOWDOIN    COLLEGE, 
COLBY    COLLEGE. 
MAINE,    UNIVERSITY    OF. 

MARYLAND 
BALTIMORE      COLLEGE      OF      DENTAL 

SURGERY.  Baltimore 

JOHNS  HOPKINS  UNIVERSITY.  Baltimore 
MARYLAND  STATE  COLLEGE  OF  AGRI- 
CULTURE. College  Park 
MARYLAND.  UNIVERSITY  OF.  Baltimore 
MOUNT  ST.  MARY'S  COLLEGE.  Emmettsburg 
ST.  JOHN  COLLEGE.  Annapolis 
WASHINGTON  COLLEGE  Chestertown 
WESTERN    MARYLAND    COLLEGE. 

Westminster 


MASSACHUSETTS 


AMHERST  COLLEGE, 
ASSUMPTION   COLLEGE, 
BOSTON   COLLEGE. 
BOSTON   UNIVERSITY. 
CLARK  COLLEGE, 


Amherst 

Worcester 

Chestnut   Hill 

Boston 

Worcester 


COLLEGE  OF  THE  HOLY  CROSS.    Worcester 
HARVARD  UNIVERSITY.  Cambridge 

INTERNATIONAL  Y.  M.  C.  A.  COLLEGE. 

Springfield 
LOWELL  TEXTILE   SCHOOL.  LoweU 

MASSACHUSETTS  AGRICULTURAL  COL- 
LEGE. Amherst 
MASSACHUSETTS  INSTITUTE  OF  TECH- 
NOLOGY. Cambridge 
NORTHEASTERN  COLLEGE,  Boston 
TUFTS  COLLEGE,  Medford 
WENTWORTH  INSTITUTE,  Boston 
WILLIAMS  COLLEGE.  Williamstown 
WORCESTER  POLYTECHNIC  INSTITUTE, 

Worcester 

MICHIGAN 

ADRIAN  COLLEGE.  Adrian 

ALBION    COLLEGE,  Albion 

ALMA   COLLEGE.  Alma 

CENTRAL   STATE    NORMAL    SCHOOL, 

Mt.  Pleasant 
DETROIT   COLLEGE  OF   MEDICINE  AND 

SURGERY,  Detroit 

DETROIT  JUNIOR  COLLEGE.  Detroit 

DETROIT.    UNIVERSITY    OF.  Detroit 

GRAND    RAPIDS   JUNIOR   COLLEGE. 

Grand  Rapids 
HILLSDALE  COLLEGE.  Hillsdale 

HOPE  COLLEGE.  Holland 

KALAMAZOO    COLLEGE.  Kalamazoo 

MICHIGAN    AGRICULTURAL    COLLEGE. 

East  Lansing 
MICHIGAN  COLLEGE  OF  MINES.  Houghton 
MICHIGAN  STATE  NORMAL  COLLEGE, 

Ypsilanti 


APPENDIX  F 


89 


MICHIGAN.   UNIVERSITY    OF.  Ann   Arbor 

NORTHERN    STATE    NORMAL    SCHOOL. 

Marquette 
OLIVET   COLLEGE.  Olivet 

WESTERN    STATE   NORMAL   SCHOOL. 

Kalamazoo 

MINNESOTA 

CARLETON   COLLEGE.  Northfield 

COLLEGE   OF    ST.    THOMAS,  St.  Paul 

CONCORDIA    COLLEGE.  Moorhead 
GUSTAVUS  ADOLPHUS  COLLEGE,    St.  Peter 

HAMLINE    UNIVERSITY.  St.  Paul 

MACALESTER   COLLEGE.  St.  Paul 

MINNESOTA.   UNIVERSITY   OF,  Minneapolis 

ST.   OLAF   COLLEGE,  Northfield 

MISSISSIPPI 

MERIDIAN   COLLEGE,  Meridian 

MILLSAPS    COLLEGE,  Jackson 

MISSISSIPPI  A.   &   M.   COLLEGE, 

Agricultural    College 
MISSISSIPPI    COLLEGE.  Clinton 

MISSISSIPPI  NORMAL  SCHOOL.    Hattiesburg 
MISSISSIPPI,   UNIVERSITY   OF,       University 

MISSOURI 

CENTRAL    COLLEGE,  Fayette 

CULVER-STOCKTON    COLLEGE,  Canton 

DRURY    COLLEGE.  Springfield 

FIRST        DISTRICT        STATE        NORMAL 

SCHOOL.  Kirksville 

KANSAS    CITY    DENTAL    COLLEGE. 

Kansas  City 
KANSAS  CITY  POLYTECHNIC.  Kansas  City 
MISSOURI    SCHOOL    OF    MINES,  RoUa 

MISSOURI,    UNIVERSITY    OF,  Columbia 

MISSOURI   WESLEYAN   COLLEGE,     Cameron 
PARK  COLLEGE.  Parkville 

ST.    LOUIS    UNIVERSITY,  St.    Louis 

STATE  NORMAL  SCHOOL,         Cape  Girardeau 
STATE   NORMAL   SCHOOL.  Maryville 

STATE  NORMAL  COLLEGE,  Springfield 

STATE   NORMAL   SCHOOL,  Warrensburg 

TARKIO   COLLEGE,  Tarkio 

WASHINGTON    UNIVERSITY.  St.  Louis 

WESTERN  DENTAL  COLLEGE.       Kansas  City 
WESTMINSTER    COLLEGE,  Fulton 

WILLIAM   JEWEL   COLLEGE,  Liberty 

MONTANA 
MONTANA  COLLEGE  OF  A.  &  M..     Bozeman 
MONTANA    STATE    SCHOOL    OF   MINES. 

Butte 
MONTANA,    UNIVERSITY    OF,  Missoula 

MONTANA    WESLEYAN    COLLEGE,       Helena 
MT.  ST.   CHARLES  COLLEGE,  Helena 

NEBRASKA 

BELLEVUE   COLLEGE.  Bellevue 

COTNER    UNIVERSITY.  Bethany 

CREIGHTON   UNIVERSITY,  Omaha 

DOANE   COLLEGE.  Crete 

HASTINGS   COLLEGE.  Hastings 

KEARNEY    STATE    NORMAL.  Kearney 

NEBRASKA   STATE    NORMAL.  Peru 

NEBRASKA,    UNIVERSITY    OF,  Lincoln 

NEBRASKA    WESLEYAN    UNIVERSITY, 

University  Place 
WAYNE   NORMAL  SCHOOL,  Wayne 

NEVADA 
STATE  UNIVERSITY  OF  NEVADA,         Reno 

NEW  HAMPSHIRE 

DARTMOUTH    COLLEGE.  Hanover 

NEW  HAMPSHIRE  COLLEGE  OF  A.  &  M., 

Durham 


NEW  JERSEY 

PRINCETON   UNIVERSITY,  Princeton 

RUTGERS  COLLEGE,  New  Brunswick 

STEVENS  INSTITUTE  OF  TECHNOLOGY, 

Hoboken 

NEW  MEXICO 

NEW  MEXICO  COLLEGE  OF  A.  &  M., 

State  College 

NEW  MEXICO  MILITARY  INSTITUTION, 

Roswell 

NEW    MEXICO,    UNIVERSITY    OF, 

Albuquerque 

NEW  YORK 

ALFRED    UNIVERSITY,  Alfred 

BUFFALO,    UNIVERSITY    OF,  Buffalo 

CANISIUS    COLLEGE.  Buffalo 

CLARKSON  COLLEGE  OF  TECHNOLOGY. 

Potsdam 
COLGATE    UNIVERSITY.  Hamilton 

COLLEGE    OF   DENTAL   AND    ORAL    SUR- 
GERY  OF  NEW  YORK.  New  York  City 
COLLEGE  OF  THE  CITY   OF  NEW  YORK, 

New  York  City 
COLUMBIA   UNIVERSITY,  New  York  City 

COOPER      UNION      DAY      TECHNICAL 

SCHOOL,  New  York  City 

CORNELL  UNIVERSITY,  Ithaca 

FORDHAM    UNIVERSITY,  New  York  City 

HAMILTON    COLLEGE,  Clinton 

HOBART   COLLEGE,  Geneva 

MANHATTAN    COLLEGE,  New  York  City 

NEW  YORK  COLLEGE  OF  DENTISTRY, 

New  York  City 
NEW      YORK      STATE      COLLEGE      FOR 

TEACHERS,  Albany 

NEW   YORK    UNIVERSITY.  New  York  City 

NIAGARA    UNIVERSITY,  Niagara 

POLYTECHNIC  INSTITUTE  OF  BROOK- 
LYN. Brooklyn 
PRATT  INSTITUTE,  Brooklyn 
RENSSELAER  POLYTECHNIC  INSTI- 
TUTE. Troy 
ROCHESTER.  UNIVERSITY  OF,  Rochester 
ST.    BONAVENTURE   COLLEGE, 

St.  Bonaventure 
ST.  JOHN'S   COLLEGE,  Brooklyn 

ST.    LAWRENCE   UNIVERSITY,  Canton 

ST.  STEPHEN'S  COLLEGE,  Annandale 

SYRACUSE    UNIVERSITY,  Syracuse 

THE  LONG  ISLAND  COLLEGE  HOSPITAL 

Brooklyn 
UNION  UNIVERSITY,  Schenectady 

NORTH  CAROLINA 

ATLANTIC  CHRISTIAN  COLLEGE,  Wilson 
BIDDLE  UNIVERSITY  (Colored),  Charlotte 
CATAWBA   COLLEGE.  Newton 

DAVIDSON    COLLEGE,  Davidson 

ELON    COLLEGE.  Elon 

LENOIR  COLLEGE,  Hickory 

NORTH   CAROLINA   STATE   COLLEGE  OF 
AGRICULTURE      AND      ENGINEERING. 

W.    Raleigh 
NORTH    CAROLINA,    UNIVERSITY    OF, 

Chapel  Hill 
SHAW   UNIVERSITY    (Colored),  Raleigh 

TRINITY    COLLEGE.  Durham 

WAKE   FOREST   COLLEGE,  Wake   Forest 

NORTH  DAKOTA 

FARGO   COLLEGE.  Fargo 

JAMESTOWN    COLLEGE.  Jamestown 

NORTH    DAKOTA    AGRICULTURAL    COL- 
LEGE, Agricultural  College 
NORTH    DAKOTA,    UNIVERSITY    OF. 

Grand   Forks 


go 


APPENDICES 


OHIO 

ANTIOCH   COLLEGE.  Yellow   Springs 

ASHLAND    COLLEGE,  Ashland 

BALDWIN-WALLACE   COLLEGE,  Berea 

CAPITOL  UNIVERSITY,  Columbus 

CASE  SCHOOL  OF  APPLIED  SCIENCE, 

Cleveland 
CINCINNATI,  UNIVERSITY  OF,  Cincinnati 
DEFIANCE  COLLEGE.  Defiance 

DENISON    UNIVERSITY,  Granville 

ECLECTIC  MEDICAL  COLLEGE,  Cincinnati 
FINDLAY   COLLEGE.  Findlay 

HEIDELBERG    UNIVERSITY,  Tiffin 

HIRAM  COLLEGE,  Hiram 

KENYON    COLLEGE.  Gambler 

MARIETTA    COLLEGE,  Marietta 

MIAMI    UNIVERSITY,  Oxford 

MT.    UNION    COLLEGE,  Alliance 

MUNICIPAL   UNIVERSITY   OF  AKRON, 

Akron 
MUSKINGUM  COLLEGE,  New  Concord 

OBERLIN   COLLEGE,  Oberlin 

OHIO  COLLEGE  OF  DENTAL  SURGERY, 

Cincinnati 
OHIO   NORTHERN   UNIVERSITY,  Ada 

OHIO   STATE   UNIVERSITY,  Columbus 

OHIO   UNIVERSITY,  Athens 

OHIO  WESLEYAN  UNIVERSITY,  Delaware 
OTTERBEIN    UNIVERSITY,  Westerville 

ST.   IGNATIUS   COLLEGE,  Cleveland 

ST.   MARY'S   COLLEGE.  Dayton 

ST.   XAVIER  COLLEGE,  Cincinnati 

TOLEDO   UNIVERSITY.  Toledo 

WESTERN    RESERVE    UNIVERSITY, 

Cleveland 
WILBERFORCE  UNIVERSITY   (Colored), 

Wilberforce 
WITTENBERG   COLLEGE,  Springfield 

WOOSTER,    COLLEGE   OF,  Wooster 

OKLAHOMA 

CENTRAL    STATE   NORMAL   SCHOOL, 

Edmond 
EAST  CENTRAL  NORMAL  SCHOOL,  Ada 
HENRY    KENDALL   COLLEGE.  Tulsa 

NORTHWESTERN  NORMAL  SCHOOL.  Alva 
OKLAHOMA  A.  &  M.  COLLEGE,  Stillwater 
OKLAHOMA.    UNIVERSITY    OF,  Norman 

PHILIPS    UNIVERSITY,  Enid 

SOUTHEASTERN      STATE     NORMAL 

SCHOOL,  Durant 

SOUTHWESTERN    NORMAL    SCHOOL, 

Weatherford 

OREGON 

NORTH     PACIFIC     COLLEGE     OF     DEN- 
TISTRY, Portland 
OREGON    AGRICULTURAL    COLLEGE, 

Corvallis 
OREGON,   UNIVERSITY  OF,  Eugene 

REED  COLLEGE,  Portland 

WILLAMETTE    UNIVERSITY,  Salem 

PENNSYLVANIA 

ALBRIGHT   COLLEGE,  Myerstown 

ALLEGHENY  COLLEGE,  MeadviUe 

BUCKNELL   UNIVERSITY,  Lewisburg 

CARNEGIE     INSTITUTE     OF     TECHNOL- 
OGY, Pittsburgh 
DICKINSON    COLLEGE,  Carlisle 
DREXEL  INSTITUTE.                           Philadelphia 
DUQUESNE  UNIVERSITY  OF  THE  HOLY 

GHOST,  Pittsburgh 

FRANKLIN  AND  MARSHALL  COLLEGE, 

Lancaster 
GENEVA   COLLEGE,  Beaver   Falls 

GROVE  CITY  COLLEGE,  Grove  City 

HAHNEMANN    MEDICAL   COLLEGE, 

Philadelphia 


JEFFERSON    MEDICAL   COLLEGE, 

Philadelphia 
LAFAYETTE  COLLEGE,  Easton 

LEBANON  VALLEY  COLLEGE,  AnnviUe 

LEHIGH    UNIVERSITY,  South    Bethlehem 

LINCOLN    UNIVERSITY    (Colored),        Chester 
MANSFIELD    STATE    NORMAL,  Mansfield 

MORAVIAN   COLLEGE,  Bethlehem 

MUHLENBERG  COLLEGE,  Allentown 

PENNSYLVANIA    COLLEGE,  Gettysburg 

PENNSYLVANIA  MILITARY  COLLEGE, 

Chester 
PENNSYLVANIA    STATE    COLLEGE, 

State  College 
PENNSYLVANIA,    UNIVERSITY    OF, 

Philadelphia 
PHILADELPHIA    TEXTILE    SCHOOL, 

Philadelphia 
PITTSBURG,  UNIVERSITY  OF,  Pittsburgh 
ST.  JOSEPH'S  COLLEGE,  Philadelphia 

STATE   NORMAL  SCHOOL,      East  Stroudsburg 
STATE  NORMAL  SCHOOL,  Indiana 

SUSQUEHANNA    UNIVERSITY,        Selinsgrove 
SWARTHMORE    COLLEGE,  Swarthmore 

TEMPLE   UNIVERSITY,  Philadelphia 

THIEL  COLLEGE,  Greenville 

URSINUS   COLLEGE,  CoUegeviUe 

VILLANOVA   COLLEGE,  Villanova 

WASHINGTON     AND     JEFFERSON     COL- 
LEGE, V/ashington 
WAYNESBURG   COLLEGE,                Waynesburg 
WEST   CHESTER   STATE   NORMAL, 

West  Chester 
WESTMINISTER   COLLEGE,    New  Wilmington 

PORTO  RICO 

COLLEGE    OF    AGRICULTURE    AND    ME- 
CHANIC ARTS,  Mayaguez 

San  Juan 


PORTO  RICO,  UNIVERSITY  OF, 


RHODE  ISLAND 

BROWN   UNIVERSITY.  Providence 

RHODE  ISLAND  STATE  COLLEGE,  Kingston 

SOUTH  CAROLINA 

CLEMSON   AGRICULTURAL   COLLEGE, 

Clcmson 
COLLEGE   OF   CHARLESTON,  Charleston 

ERSKINE  COLLEGE.  Greenville 

FURMAN    UNIVERSITY,  Greenville 

NEWBERRY    COLLEGE,  Newberry 

PRESBYTERIAN     COLLEGE     OF     SOUTH 

CAROLINA,  Clinton 

SOUTH  CAROLINA  MEDICAL  COLLEGE, 

Charleston 
SOUTH    CAROLINA,    UNIVERSITY    OF, 

Columbia 
THE  CITADEL.  THE  MILITARY  COLLEGE 

OF  SOUTH    CAROLINA,  Charieston 

WOFFORD  COLLEGE,  Spartanburg 

SOUTH  DAKOTA 

DAKOTA    WESLEYAN    UNIVERSITY, 

Mitchell 
HURON    COLLEGE,  Huron 

SOUTH   DAKOTA  SCHOOL  OF  MINES, 

Rapid    City 
SOUTH    DAKOTA    STATE    COLLEGE    OF 

A.  &   M.,  Brookings 

SOUTH    DAKOTA,    UNIVERSITY    OF, 

Vermillion 
YANKTON   COLLEGE,  Yankton 

TENNESSEE 
CARSON    AND    NEWMAN    COLLEGE, 

Jefferson  City 
CHATTANOOGA,    UNIVERSITY   OF, 

Chattanooga 
CUMBERLAND    UNIVERSITY,  Lebanon 


APPENDIX  F 


91 


EAST  TENN.  STATE  NORMAL,  Johnson  City 
FISK   UNIVERSITY    (Colored),  Nashville 

GEORGE       PEABODY       COLLEGE       FOR 

TEACHERS.  Nashville 

KING   COLLEGE,  Bristol 

KNOXVILLE  COLLEGE  (Colored).  Knoxville 
LINCOLN    MEMORIAL   COLLEGE, 

Cumberland  Gap 
MARYVILLE   COLLEGE.  Maryvillo 

MEHARRY  MEDICAL  COLLEGE  (Colored). 

Nashville 
MIDDLE  TENNESSEE  STATE  NORMAL, 

Murfrcesboro 
MILLIGAN  COLLEGE.  Milligan 

SOUTHWESTERN   PRESBYTERIAN   UNIV.. 

Clarksville 
TENNESSEE  POLYTECHNIC  INSTITUTE, 

Cookville 
TENNESSEE     MEDICAL     AND      DENTAL 

INSTITUTE,  Cookville 

TENNESSEE,  UNIVERSITY  OF,  Knoxville 
TUSCULUM  COLLEGE,  Greenville 

UNION    UNIVERSITY,  Jackson 

UNIVERSITY    OF   THE    SOUTH,  Sewanee 

VANDERBILT   UNIVERSITY,  Nashville 

WEST      TENNESSEE      STATE      NORMAL 
SCHOOL,  Memphis 

TEXAS 

ABILENE  CHRISTIAN  COLLEGE,  Abilene 
A.  &  M.  COLLEGE  OF  TEXAS.  College  Station 
ALEXANDER   COLLEGE,  Jacksonville 

AUSTIN   COLLEGE,  Sherman 

BAYLOR  UNIVERSITY,  Waco 

BISHOP  COLLEGE  (Colored),  Marshall 

BURLESON  COLLEGE,  Greenville 

DECATUR  COLLEGE.  Decatur 

EAST  TEXAS  STATE  NORMAL  SCHOOL. 

Commerce 
HOWARD    PAYNE    COLLEGE.  Brownwood 

MARSHALL,  COLLEGE  OF,  Marshall 

MERIDIAN    COLLEGE,  Meridian 

NORTH  TEXAS  STATE  NORMAL  COL- 
LEGE, Denton 
RICE  INSTITUTE,  THE,  Houston 
SAM  HOUSTON  STATE  NORMAL  INSTI- 
TUTE. Huntsville 
SIMMONS  COLLEGE,  Abilene 
SOUTHERN    METHODIST   UNIVERSITY, 

Dallas 
SOUTHWEST  TEXAS  NORMAL,  San  Marcos 
SOUTHWESTERN  UNIVERSITY,  Georgetown 
TEXAS    CHRISTIAN    UNIVERSITY, 

Fort  Worth 
TEXAS   MILITARY   COLLEGE,  Terrell 

TEXAS,    UNIVERSITY    OF,  Austin 

TRINITY    UNIVERSITY,  Waxahachie 

WAYLAND   COLLEGE,  Plainview 

WESLEY    COLLEGE,  Greenville 

WEST  TEXAS   MILITARY  ACADEMY, 

San  Antonio 
WEST  TEXAS  NORMAL.  Canyon 

WILEY   UNIVERSITY    (Colored),  Marshall 

UTAH 

AGRICULTURAL   COLLEGE   OF   UTAH, 

Logan 
BRIGHAM   YOUNG  UNIVERSITY,  Provo 

UTAH,  UNIVERSITY   OF,  Salt  Lake  City 

VERMONT 

MIDDLEBURY    COLLEGE,  Middlebury 

NORWICH    UNIVERSITY.  Northfield 

UNIVERSITY    OF  VERMONT  AND   STATE 
AGRICULTURAL    COLLEGE,  Burlington 


VIRGINIA 

EASTERN  COLLEGE,  Manassas 

EMORY    AND    HENRY    COLLEGE,  Emory 

HAMPDEN-SIDNEY   COLLEGE, 

Hampden-Sidney 
MEDICAL    COLLEGE    OF    VIRGINIA, 

Richmond 
RANDOLPH-MACON   COLLEGE,  Ashland 

RICHMOND  COLLEGE,  Richmond 

ROANOKE  COLLEGE,  Salem 

VIRGINIA,    UNIVERSITY    OF,      Charlottesville 
VIRGINIA    A.    &    M.   AND    POLYTECHNIC 

INSTITUTE.  Blacksburg 

VIRGINIA    CHRISTIAN    COLLEGE. 

Lynchburg 
VIRGINIA    MILITARY     INSTITUTE, 

Lexington 
VIRGINIA  UNION  UNIVERSITY  (Colored), 

Richmond 
WASHINGTON  AND   LEE.  Lexington 

WILLIAM   AND    MARY    COLLEGE. 

Williamsburg 

WASHINGTON 

COLLEGE  OF  PUGET  SOUND,  Tacoma 

GONZAGA    UNIVERSITY,  Spokane 

STATE  COLLEGE  OF  WASHINGTON, 

WASHINGTON      STATE     NORMAL     COL- 
LEGE, Cheney 
WASHINGTON,   UNIVERSITY   OF,         Seattle 
WHITMAN  COLLEGE,                       Walla  Walla 

WEST  VIRGINIA 

BETHANY  COLLEGE,  Bethany 

DAVIS   AND   ELKINS    COLLEGE.  Elkins 

WEST  VIRGINIA   WESLEYAN    COLLEGE. 

Buckhannon 
WEST  VIRGINIA.  UNIVERSITY  OF, 

Morgantown 

WISCONSIN 

BELOIT    COLLEGE,  Beloit 

CAMPION   COLLEGE,  Prairie  du  Chien 

CARROLL    COLLEGE.  Waukesha 

LACROSSE   STATE    NORMAL   SCHOOL. 

LaCrosse 
LAWRENCE   COLLEGE.  Applcton 

MARQUETTE    UNIVERSITY,  Milwaukee 

MILTON   COLLEGE,  Milton 

MILWAUKEE  STATE  NORMAL  SCHOOL, 

Milwaukee 
OSHKOSH    STATE    NORMAL    SCHOOL. 

Oshkosh 
RACINE  COLLEGE,  Racine 

RIPON    COLLEGE,  Ripon 

RIVER  FALLS  STATE  NORMAL  SCHOOL, 

River  Falls 
SCHOOL  OF  ENGINEERING,  Milwaukee 

STATE    NORMAL   SCHOOL,  Eau    Claire 

STATE    NORMAL    SCHOOL,  PlatteviUe 

STATE   NORMAL  SCHOOL,  Stevens   Point 

STATE  NORMAL  SCHOOL,  Superior 

STATE   NORMAL    SCHOOL,  Whitewater 

STOUT    INSTITUTE.  Menominee 

WISCONSIN,  UNIVERSITY  OF,  Madison 


WYOMING 

WYOMING,    UNIVERSITY    OF, 


Laramie 


92 


APPENDICES 


VOCATIONAL   SECTIONS 


ALABAMA 

ALABAMA    POLYTECHNIC    INSTITUTE, 

Auburn 
ALABAMA,    UNIVERSITY    OF.  Tuscaloosa 

TUSKEGEE   INSTITUTE    (Colored),     Tuskegee 

ARKANSAS 

ARKANSAS,    UNIVERSITY    OF,        FayetteviUe 
BRANCH    NORMAL   SCHOOL    (Colored), 

Pine  Bluff 

ARIZONA 
ARIZONA,   UNIVERSITY   OF,  Tucson 

CALIFORNIA 

CALIFORNIA,    UNIVERSITY    OF,        Berkeley 
CALIFORNIA  SCHOOL  OF  MECH.  ARTS, 

San  Francisco 
LOS  ANGELES  STATE  NORMAL  SCHOOL, 

Los  Angeles 
OAKLAND  TECHNICAL  HIGH   SCHOOL, 

Oakland 
POLYTECHNICAL     SCHOOL     OF     ENGI- 
NEERING, Oakland 
LOS  ANGELES  HIGH  SCHOOL,     Los  Angeles 

CONNECTICUT 

YALE  UNIVERSITY,  New  Haven 

COLORADO 

COLORADO  COLLEGE,  Colorado  Springs 

COLORADO      STATE      AGRICULTURAL 

COLLEGE.  Fort  Collins 

COLORADO,   UNIVERSITY   OF,  Boulder 

DELAWARE 

DELAWARE  COLLEGE, 


Newark 


DISTRICT  OF  COLUMBIA 

BLISS   ELECTRICAL   SCHOOL,       Washington 
HOWARD    UNIVERSITY     (Colored), 

Washington 

FLORIDA 

FLORIDA.    UNIVERSITY    OF,  Gainesville 

FLORIDA    A.    &    M.    (Colored).  Tallahassee 

GEORGIA 

ATLANTA    UNIVERSITY    (Colored).        Atlanta 
GEORGIA   SCHOOL   OF   TECHNOLOGY, 

Atlanta 
GEORGIA,    UNIVERSITY    OF,  Athens 

GEORGIA  STATE  INDUSTRIAL  SCHOOL 
(Colored),  Savannah 

IDAHO 

IDAHO  SCHOOL  OF  TECHNOLOGY, 

Pocatello 
IDAHO,    UNIVERSITY    OF.  Moscow 

ILLINOIS 

ARMOUR  INSTITUTE  OF  TECHNOLOGY. 

Chicago 
BRADLEY    POLYTECHNIC    INSTITUTE, 

Peoria 
CHICAGO    BOARD    OF    EDUCATION 

(Phillips).  Chicago 

CHICAGO    BOARD    OF    EDUCATION 

(Brennan),  Chicago 

CHICAGO    BOARD    OF    EDUCATION 

(Harrison),  Chicago 

CHICAGO    BOARD    OF    EDUCATION 

(Old    S,    Div.    H.    S.),  Chicago 

CHICAGO,    UNIVERSITY   OF,  Chicago 


LEWIS    INSTITUTE,  Chicago 

LOYAL  ORDER   OF   MOOSE,  Mooseheart 

NORTHWESTERN    UNIVERSITY,        Evanston 

INDIANA 

INDIANA   UNIVERSITY,  Bloomington 

INDIANAPOLIS       CHAMBER       OF       COM- 
MERCE.   No.    I.  Indianapolis 
INDIANAPOLIS       CHAMBER       OF       COM- 
MERCE,  No.    2.  Indianapolis 
INDIANAPOLIS       CHAMBER       OF      COM- 
MERCE,   No.    3.  Indianapolis 
INDIANAPOLIS       CHAMBER      OF       COM- 
MERCE,  No.  4,  Indianapolis 
INTERLAKEN    SCHOOL.                 Rolling  Prairie 
PURDUE    UNIVERSITY.                 West  Lafayette 
RICHMOND  COMMERCIAL  CLUB.   Richmond 
ROSE   POLYTECHNIC    INSTITUTE, 

Terre  Haute 
VALPARAISO    UNIVERSITY.  Valparaiso 

WARSAW    CHAMBER    OF    COMMERCE 

Warsaw 

IOWA 

IOWA  A.  &  M,   COLLEGE.  Ames 

IOWA.    UNIVERSITY    OF,  Iowa  City 

SIOUX    CITY    HIGH    SCHOOL.  Sioux  City 

DES   MOINES   COLLEGE,  Des  Moinea 

KANSAS 
FORT  HAYS  NORMAL  SCHOOL,       Hays  City 
KANSAS     STATE     AGRICULTURAL     COL- 
LEGE, Manhattan 
KANSAS,    UNIVERSITY    OF,  Lawrence 
WESTERN   UNIVERSITY    (Colored),     Quindaro 

KENTUCKY 

KENTUCKY,  UNIVERSITY   OF, 

LOUISIANA 

LOUISIANA    UNIVERSITY, 
TULANE   UNIVERSITY, 

MAINE 

MAINE,    UNIVERSITY    OF, 


Lexington 


Baton  Rouge 
New  Orleans 


Orono 


MARYLAND 

MARYLAND      STATE     AGRICULTURAL 
COLLEGE,  College  Park 

MASSACHUSETTS 

FRANKLIN    UNION,  .     Boston 

NEWTON    SCHOOL    BOARD.  Newton 

SPRINGFIELD  TECHNICAL  H.  S  ,  Springfield 

TUFTS    COLLEGE,  Medford 

WENTWORTH    INSTITUTE,  Boston 

MICHIGAN 

MICHIGAN    SCHOOL   OF   MINES,      Houghton 
MICHIGAN  AGRICULTURAL  COLLEGE, 

East    Lansing 
MICHIGAN,    UNIVERSITY    OF,  Ann  Arbor 

MINNESOTA 

DUNWOODY    INDUSTRIAL   INSTITUTE, 

Minneapolis 

MINNEOSTA,  UNIVERSITY  OF  (Agri), 

St.  Paul 

MINNESOTA,   UNIVERSITY    OF    (Eng.), 

Minneapolis 

MISSISSIPPI 

MISSISSIPPI   A.   &   M.    COLLEGE,      StarkviUe 


APPENDIX  F 


93 


MISSOURI 

MISSOURI    SCHOOL    OF    MINES.  Rolla 

MISSOURI,  UNIVERSITY  OF,  Columbia 

RAHE  AUTO   SCHOOL.  Kansas  City 

ST.    LOUIS    BOARD    OF    EDUCATION. 

St.  Louis 
SWEENEY   AUTO   SCHOOL.  Kansas  City 

WASHINGTON    UNIVERSITY.  St.  Louis 

MONTANA 
MONTANA    STATE   A.    &    M.    COLLEGE. 


MONTANA.    UNIVERSITY    OF. 


Bozeman 
Missoula 


NEBRASKA 

NEBRASKA.    UNIVERSITY    OF.  Lincoln 

NEVADA 

NEVADA,  UNIVERSITY  OF,  Reno 

NEW  HAMPSHIRE 
DARTMOUTH    COLLEGE.  Hanover 

NEW    HAMPSHIRE    STATE   COLLEGE   OF 
A.   &    M.   ARTS.  Durham 

NEW  JERSEY 

BAYONNE   BOARD    OF   EDUC.  Bayonne 

DICKINSON    HIGH    SCHOOL.  Jersey  City 

ESSEX  CO.  VOCATIONAL  H.   S.  W.  Orange 

NEWARK   BOARD    OF   EDUC.  Newark 

NEW   MEXICO 
NEW  MEXICO  A.  &   M.   STATE  COLLEGE 

NEW  YORK 

BUFFALO    BOARD    OF   EDUC.  Buffalo 

CLARKSON  COLLEGE  OF  TECHNOLOGY, 

Potsdam 
COLLEGE  OF  THE  CITY  OF  NEW  YORK. 

New  York 
COLUMBIA   UNIVERSITY,  New  York 

CORNELL    UNIVERSITY,  Ithaca 

NEW      YORK      STATE      COLLEGE      FOR 

TEACHERS.  Albany 

NEW   YORK    UNIVERSITY.  New  York 

OSWEGO   NORMAL   SCHOOL.  Oswego 

ROCHESTER  A.  &  M.  INSTITUTE.    Rochester 
SAUNDERS   TRADE   SCHOOL.  Yonkers 

SYRACUSE  UNIVERSITY.  Syracuse 

TROY  CENTRAL  HIGH  SCHOOL.  Troy 

VOCATIONAL    SCHOOL    FOR    BOYS, 

New  York 
NORTH  CAROLINA 

NEGRO  A.  &  T.  COLLEGE  (Colored), 

Greensboro 
NORTH    CAROLINA    COLLEGE    OF    A.    & 
M.   ARTS.  W.  Raleigh 

NORTH  DAKOTA 
NORTH    DAKOTA    AGRICULTURAL   COL- 
LEGE. Fargo 
NORTH   DAKOTA   SCHOOL   OF   MINES. 

Grand  Forks 

OHIO 

CINCINNATI   BOARD   OF  EDUCATION. 

Cincinnati 
CINCINNATI,  UNIVERSITY  OF,  Cincinnati 
COMBINED  NORMAL  AND  IND.   (Colored), 

Wilberforce 
MUNICIPAL    UNIVERSITY    OF    AKRON. 

Akron 
OHIO  MECHANICS  INSTITUTE.  Cincinnati 
TOLEDO   UNIVERSITY.  Toledo 

OKLAHOMA 
OKLAHOMA.  UNIVERSITY  OF, 


OREGON 

BENSON   POLYTECHNIC   INSTITUTE, 

Portland 
OREGON    STATE    AGRICULTURAL    COL- 
LEGE, Corvallis 
PENNSYLVANIA 

BOWMAN  TECHNICAL  SCHOOL,  Lancaster 
CARNEGIE  INSTITUTE  OF  TECHNOL- 
OGY. Pittsburgh 
ERIE  SCHOOL  BOARD.  Erie 
LAFAYETTE  COLLEGE.  Easton 
LEHIGH  UNIVERSITY.  South  Bethlehem 
PENNSYLVANIA    STATE    COLLEGE. 

State  College 
PITTSBURGH.   UNIVERSITY   OF.     Pittsburgh 
POLISH      NATIONAL      ALLIANCE      COL- 
LEGE. Cambridge  Springs 
SPRING   GARDEN    INST.  Philadelphia 

RHODE  ISLAND 

RHODE  ISLAND   STATE  COLLEGE 

Providence 

SOUTH  CAROLINA 

CLEMSON   AGRICULTURAL   COLLEGE, 

Clemson 
SOUTH   CAROLINA   STATE  A.   &  M.   COL- 
LEGE  (Colored).  Orangeburg 
SOUTH   CAROLINA.   UNIVERSITY   OF, 

Columbia 
SOUTH  DAKOTA 
SOUTH  DAKOTA  SCHOOL  OF  MINES, 

Rapid  City 
SOUTH    DAKOTA    STATE    A.    &    M.    COL- 
LEGE, Brookings 
SOUTH   DAKOTA,   UNIVERSITY   OF, 

Vermillion 

TENNESSEE 

FISK    UNIVERSITY    (Colored).  Nashville 

MIDDLE   TENNESSEE   STATE   NORMAL. 

Murfreesboro 
TENNESSEE  POLYTECHNIC  INSTITUTE. 

Cookeville 
TENNESSEE,    UNIVERSITY    OF,         Knoxville 


Prairie  View 

College  Station 

Austin 


TEXAS 

PRAIRIE  VIEW  NORMAL, 
TEXAS  A.  &  M.  COLLEGE, 
TEXAS.    UNIVERSITY    OF. 

UTAH 

UTAH   AGRICULTURAL  COLLEGE,       Logan 
UTAH,  UNIVERSITY  OF,  Salt  Lake  City 

VERMONT 

VERMONT,  UNIVERSITY  OF,  Burlington 

VIRGINIA 

HAMPTON   INSTITUTE   (Colored),      Hampton 
RICHMOND    CITY    SCHOOL    BOARD. 

Richmond 
VIRGINIA  POLYTECHNIC  INST..  Blacksburg 
VIRGINIA.   UNIVERSITY   OF,     Charlottesville 


WASHINGTON 

MODERN    AUTO    SCHOOL. 
WASHINGTON   STATE  COLLEGE, 

WISCONSIN 

BELOIT    COLLEGE, 
WISCONSIN,   UNIVERSITY   OF, 


Spokane 
Pullman 


Beloit 
Madison 


Norman 


WEST  VIRGINIA 

WEST    VIRGINIA.    UNIVERSITY    OF. 

Morgantown 


Appendix  G 


List  of  persons  engaged  with  the  Committee  on  Education  and  Special 
Training  on  or  before  November  11.  1919. 


w 

Abbett,  Emma  M. 

A 

Ackermann,  Hilda 

V 

Addicott,  Helen  B. 

V 

Addicott,  J.  E. 

M 

Albert,   Lucille   M. 

B 

Albino,  Mary  M. 

M 

Alderson,  Maud  L. 

V 

Allingham,  Lucille 

M 

Allison,  Carrie  E. 

C 

Almstedt,  H.  B. 

c 

Almy,  F.  F. 

V 

Anderson,  Lorene 

A 

Angell,  J.  R. 

B 

Antletz,  E.  L. 

B 

Armstrong,  Hortense 

M 

Arnold,  Lt.  Col.  H.  D. 

W 

Aydelotte,  Prof.  Frank 

M 

Bacon,  Leona 

M 

Bailey,  Capt.  W.  E. 

B 

Baker,  Mrs.  T.  J. 

Balding,  Edith  M. 

B 

Baldwin,  Miss  E.  M. 

C 

Barr,  Anna  F. 

B 

Barr,  Mary  C. 

C 

Bartlett,  Marj.  D. 

B 

Batts,  Bertha 

C 

Beck,  E.  W. 

B 

Bell,  Mrs.  M.  B. 

B 

Bennett,  Marguerite 

C 

Bird,  James  P. 

C 

Bird,  R.  M. 

B 

Bixler,  Mary 

C 

Black,  A.  D. 

M 

Black,  L.  E. 

M 

Blessman,  Theodora 

B 

Bloodworth,  Mildred  R- 

M 

Board,  Eileen 

W 

Bogardus,  F.  S. 

V 

Boland,  F.  W. 

W 

Bonham,  M.  L. 

T 

Bonney,  Robert  B. 

T 

Book,  Wm.  F. 

M 

Borst,  L.  I. 

M 

Boyd,  Elizabeth  J. 

B 

Boyd,  Kathleen 

V 

Bozell,  H.  V. 

M 

Bradley,  M.  J. 

C 

Breed,  C.  B. 

V 

Bresnahan,  E.  E. 

M 

Bridge,  Mrs.  Fredrika 

T 

Bridge,  James  W. 

M 

Briscoe,  Major  C.  H. 

Brooks,  Rosa 

W 

Brooks,  R.  P. 

B 

Brougher,  Marie 

M 

Brown,  Dr.  S.  A. 

F 

Bubb,  Mrs.  J.  B. 

B 

Buchanan,  Mary  S. 

M 

Buell,  Major  J.  H. 

M 

Buechley,  Florence 

B 

Burgess,  Jeannette 

V 

Burghardt,  H.  D. 

C 

Bugbee,  Edward  E. 

B 

Byrne,  Mary  H. 

C 

Caldwell,  Hugh  H. 

c 

Campbell,  Margaret  C. 

M 

Cardozo,  M.  W. 

B 

Carey,  Thomas  F. 

V 

Carman,  K.  V. 

M 

Carnahan,  Mrs.  A.  M. 

A 

Capen,  Dr.  Samuel  P. 

V 

Carnahan,  D.  O. 

M 

Carr,  Edna 

B 

Carrigan,  Jesse  H. 

B 

Carter,  Ada 

Cassell,  Daisy  I. 

C 

Castleman,  Mary   M. 

V 

Chase,  Julian  C. 

V 

Clark,  F.  A. 

M 

Clark,  Lt.  Col.  Grenville 

Clark,  J.  B. 

V 

Coles,  Mrs.  E.  M. 

T 

Collicott,  J.  G. 

B 

Collins,  Adelaide 

Note: 

A — Advisory   Board 

B — Business  Department 

C — College  Section 


M — Military  Department 

T — Division  of  Educational  Tests 

V — Vocational  Section 

W — War  Aims  Section 

95 


96 


APPENDICES 


V 

CoUyer,  Norman 

M 

B 

Commers,  Leanore 

V 

A 

Condon,  Randall  J. 

B 

V 

Conner,  S.  L. 

V 

B 

Converse,  H.  S. 

V 

V 

Converse,  Dorothy  B. 

B 

B 

Conway,  Eunice 

C 

Cook,  H.  H. 

C 

B 

Cooley,  E.  G. 

c 

C 

Cooley,  Mortimer  E. 

B 

B 

Cooper,  Wm.  J. 

V 

V 

Corcoran,  T.  M. 

B 

T 

Cox,  Prof.  H.  W. 

M 

V 

Croft,  Terrill 

C 

V 

Crolius,  Lacy 

M 

Crosby,  Willye 

C 

B 

Crosier,  Loula 

A 

B 

Cross,  Nanna  G. 

A 

M 

CuUerr,  Etalka 

B 

M 

Curry,  Beatrice 

B 

V 

Daggett,  P.  H. 

B 

Dallas,  R.  E. 

B 

Damon,  L.  T. 

B 

M 

Dansereau,  Clara  W. 

M 

B 

Danis,  Daisy 

V 

Dayhuff,  Reta 

B 

Delaney,  Vida 

M 

B 

DeMarcus,  Grace 

B 

B 

Diab,  Mrs.  Edna  R. 

V 

T 

Dickson,  Virgil  E. 

B 

V 

Dieckman,  W.  H. 

V 

A 

Dietz,  J.  W. 

V 

C 

Dodge,  Raymond 

V 

V 

Dooley,  C.  R. 

C 

B 

Doty,  H.  B. 

B 

V 

Doughty,  C.  H. 

C 

M 

Drews,  Alma 

B 

B 

Dudley,  H.  M. 

B 

M 

Duell,  Helen 

C 

V 

Dunlap,  Calvin  H. 

V 

C 

Duval,  E.  P.  R. 

B 

Dwight,  Eliz. 

C 

M 

Ellis,  J.  R. 

V 

c 

Elliott,  Edward  C. 

M 

B 

Emerich,  Fred.  E.,  Jr. 

C 

B 

Emerson,  K.  B. 

B 

B 

Enyeart,  Ruth 

B 

V 

Evans,  Fred.  H. 
Everett,  Ella 

M 

C 

Espenshade,  A.  H. 

M 

Extrom,  Clara 
Extrom,  Mildred 
Faasfe,  H. 
Ferris,  C.  W. 
Field,  W.  S. 
Fielding,  Gert.  R. 
Fife,  Robert  H. 
Fisher,  Anna  E. 
Fisher,  Eliz.  E. 
Fisher,  F.  R. 
Fitzgerald,  Mrs.  Grayce 
Floerke,  Alma  L. 
Floerke,  Edna 
Ford,  Lester  R. 
Floren,  Louise 
Fountain,  C.  R. 
Fraser,  Marg.  T. 
Frayne,  Hugh 
Frazier,  Fred.  B. 
Freedman,  Julia 
Friel,  Kath.  M. 
Freund,  Camille  E. 
Frisbee,  Vivian  V. 
Frothingham,  Maj.  R.  H. 
Frye,  Dorothy 
Furlong,  H.  W. 
Fury,  Marie 
Gallaher,  Flora 
Gebhardt,  L.  N. 
Gideon,  S.  C. 
Givens,  Fanny 
Givens,  H.  C. 
Goodrich,   Wallace 
Graham,  Edw.  K.(Dec.) 
Grone,  Eleanor  S. 
Grant,  D.  L. 
Gray,  W.  R. 
Graves,  Marian 
Greer,  V.  K. 
Gregg,  Ida 
Gregory,  Dollie  E. 
Gregory,  H.  E. 
Griggs,  Hazel 
Grobe,  Ida 
Guilday,  Rev.  Peter 
Guy,  Mrs.  M.  E. 
Habbe,  Edith 
Hagan,  Wilhemina 
Hand,  Jno.  M. 
Heagy,   Elizabeth 


APPENDIX  G 


97 


B 

Hall,  Agnes 

C 

B 

Haley,  Curtis  B. 

V 

B 

Hall.  Edward  K. 

V 

B 

Hall,  Henry  B. 

V 

B 

Hall,  Sallie  Drew 

V 

M 

Halsey,  Geo.  D. 

M 

W 

Hamilton,  J.  G.  De  R. 

M 

B 

Hamilton,  Mrs.  Laura 

B 

B 

Hancock,  Lydia 

B 

B 

Hanson,  Frank 

T 

T 

Harding,  C.  Francis 

M 

Harris,  Charlotte 

B 

B 

Harris,  F.  J. 

M 

B 

Hartford,  Ernest 

T 

V 

Harnett,  E.  E. 

C 

Haskell,  M.  W. 

C 

Haskins,  C.  H. 

T 

V 

Hatt,  W.  K. 

B 

Hawley,  Ruth 

C 

V 

Hayes,  Lt.  R.  S. 

V 

T 

Heck,  W.  H. 

B 

V 

Helfrich,  H.  J. 

B 

M 

Helm,  Lt.  Chas.  A. 

M 

C 

Hicock,  Estelle 

B 

Hiestand,  Edgar  W. 

B 

C 

Hill,  A.  Ross 

B 

B 

Hilton,  Henry  H. 

C 

Hobson,  A.  W. 

V 

W 

Hocking,  W.  E. 

M 

V 

Hoke,  G.  W. 

B 

C 

Holmes,  Henry  W. 

B 

Holroyd,  Fred 

V 

Hood,  Clara  A. 

C 

B 

Hoppe,  Dora 

B 

M 

Howe,  Mrs.  V.  C. 

C 

M 

Hudgins,  Mrs.  E.  S. 

B 

M 

Huey,  Lt.  G.  W. 

C 

C 

Hughes,  Raymond  M. 

V 

B 

Hull,  Dorothy 

M 

M 

Hulbert,  Harriett 

M 

B 

Hunnewell,  F.  W. 

M 

M 

Hunter,  Mrs.  Madge 

M 

Hutchins,  Irene 

B 

C 

Inglis,  Alexander  J. 

B 

C 

Isaacs,  Charles  A. 

B 

M 

Isakson,  N.  M. 

M 

C 

James,  A.  C. 

A 

B 

Jamieson,  Grace 

V 

V 

Jansky,  C.  M. 

V 

B 

Jenkins,  Linda 

C 

Jones,  E.  D. 
Jones,  Helen  M. 
Jones,  R.  A. 
Johnson,  Sidney 
Jordan,  A.  L. 
Jordan,  A.  M. 
Joy,  Maj.  J.  S. 
Kane,  Nora 
Keir,  Malcolm 
Kelley,  Truman  L. 
Kent,  W.  A. 
Ketcham,  Ruth  M. 
King,  Mrs.  C.  G. 
King,  Leo  H. 
Knight,  E.  W. 
Knox,  Agatha 
Kohlrausch,  Dorethea 
Kolbe,  Frank  F. 
Koos,  Leonard  V. 
Ladd,  W.  M. 
Lally,  F.  J. 
Lamb,  Francis  P. 
Lambert,  Lt.  P.  J. 
Lang,  Nell  W. 
Lang,  F.  R. 
Lantell,  Catherine 
Lantman,  E.  E. 
Leavell,  Capt.  R.  A. 
Leeming,  Capt.  J.  H. 
Lee,  Grace 
Lee,  Lizzie 
Le  Favour,  R.  M. 
Lambeth,  Dr.  Wm.  A. 
Leonard,  Hera  M. 
Leonard,  Johathon 
LeRoy,  Ida  B. 
Lester,  C.  E. 
Lewis,  E.  E. 
Lewis,  Helen  M. 
Lewis,  Maj.  T.  K. 
Lingley,  C.  R. 
Lindenkohl,  Josephine 
Lingelbach,  W.  E. 
Lipscomb,  Mary 
Lloyd,  Mrs.  H. 
Lockwood,  Ida 
Lough,  W.  H. 
Luscomb,  H.  H. 
Lynch,  Francis  G. 
McCracken,  J.  H. 


APPENDICES 


c 
w 

M 

m 
c 

V 

c 


T 
V 
A 
C 
B 
C 
V 
C 
C 
W 

M 

c 

B 
B 

B 
C 

M 
B 
W 

W 

B 

B 

M 

W 

C 

B 

C 

M 

C 

B 

V 

V 

C 
C 

T 


McConaghy,  Mrs.  M. 

McCuUoch,  A.  J.  W 

McDonald,  E.  D.  C 

McDonald,  Grace  W 

McDonald,  Mary  C.  M 

McKibben,  F.  P.  M 
McNally,  Margaret 

Maclaurin,  Dr.  R.  C.  B 
MacKenzie,  Isabelle 

Maddox,  Ada  M.  M 

Maphis,  C.  G.  M 

Maffett,  L.  H.  C 

Mann,  Dr.  C.  R.  C 

Marshall,  Marie  C 

Martin,  Ivah  A 

Martin,  Helen  G.  M 

Mathewson,  F.  E.  C 

Matheson,  K.  G.  C 

Matthews,  E.  J.  C 
Mead,  G.  H. 

Meade,  Richard  J.  M 

Meras,  Maj.  A.  A.  M 

Meredith,  A.  B.  W 

Mertz,  Thelma  B 

Michas,  B.  V 

Miller,  Carol  V 
Miller,  Esther 

Miller,  G.  A.  M 

Milner,  Frank  D.  B 

Mitchell,  Maj.  R.  J.  V 

Moody,  Francis  B 

Moore,  Clifford  H.  M 

Moore,  Fred  T.  V 

Moore,  John  W.  V 

Moreland,  Mrs.  Annie  B 

Motley,  E.  B 
Mulford,  Capt.  Joseph 

Mundell,  Mrs.  B 

Munro,  Major  W.  B.  B 

Murphy,  Agnes  B 

Murphy,  Cyril  R.  V 

Murray,  Margaret  V 
Murray,  Catherine 

Nelson,  Zella  B 

Newby,  E.  R.  B 

Newman,  Mildred  E.  B 

Nichol,  Pansy  E.  B 

Nicholson,  Edward  E.  M 
Nicholson,  F.  W. 

Norris,  Gertrude  B 


Norwood,  Myrtle 
Notestein,  Wallace 
Nudd,  Capt.  Howard  W. 
Olds,  Leland 
Orr,  Gertrude 
Orton,  Major  Wm.  R. 
O'Sullivan,  Anne 
O'Toole,  Mary  V. 
Pacovici,  Sadie 
Parks,  Ruth  A. 
Parham,  Lt.  W.  W. 
Parsons,  G.  K. 
Payne,  Bruce  R. 
Pearson,  Henry  G. 
Pearson,  R.  A. 
Peer,  Major  Sherman 
Pegram,  Geo.  B. 
Pepper,  Steven  C. 
Perkins,  Paul  F. 
Perrizo,  Gladys 
Perry,  Major  R.  B. 
Pero,  Mrs.  H.  T. 
Perry,  W.  H. 
Phillips,  J.  D. 
Phelps,  Edwin 
Phenix,  George  P. 
Pilgrim,  Mrs.  Ella 
Pope,  Sadie 
Postlethwait,  A.  G. 
Potter,  A.  A. 
Potts,  Charlotte  T. 
Powell,  Mrs.  Mazie 
Pratt,  Jas.  A. 
Preissig,  Vojtech 
Proctor,  Lucille 
Prophet,  W.  B. 
Pugh,  Helen  E. 
Querry,  Florence  P. 
Ramsey,  Olive 
Ramer,  Mrs.  G.  B. 
Ranck,  Dr.  E.  M. 
Randall,  J.  A. 
Rannels,  B.  N. 
Rathe,  Miss  Mary  M. 
Read,  Mary 
Read,  Etta 
Read,  Gladys 
Rees,  Gen.  R.  I. 
Reitell,  Chas. 
Reidy,  M.  F. 


APPENDIX  G 


99 


M 
A 
C 
C 

M 
W 
V 

W 

B 

C 

B 

T 

C 
C 

V 
B 
V 
T 
T 
C 
B 
B 
B 

A 
B 
M 
C 
B 
B 

V 
V 
B 
B 
B 
C 
M 
V 

V 
B 


B 


Reinhart,  Louise  C 
Reymond,  Mrs.  Jessie  C.      M 

Richmond,  Charles  A.  V 

Richmond,  Francis  C.  B 

Riegel,  Jno.  W.  B 

Riley,  Capt.  J.  B.  B 

Riker,  Prof.  T.  W.  V 

Ritter,  Paula  C 

Robins,  Emily  J.  B 

Robinson,  E.  E.  M 
Robinson,  Florence  M. 

Robinson,  Philip  E.  M 
Robinson,  Viola  M. 

Roemer,  Joseph  V 

Roling,  Norma  C 

Root,  Ralph  E.  B 

Ropes,  James  H.  B 

Ross,  Daisy  M 

Roy,  L.  A.  M 

Roy,  Rosa  B.  B 

Russell,  W.  B.  M 

Ryan,  H.  H.  M 

Sackett,  Robert  L.  B 

Sage,  Mrs.  Mary  S.  C 
Salier,  E.  A. 

Sakrison,  C.  A.  B 

Saunders,  Marian  C 

Schaufler,  Rose  C 

Schneider,  Herman  C 
Schwenson,  Louise 

Schoor,  Captain  B 

Scott,  Austin  W.  T 

Seavey,  Fred.  W.  c 

Selvidge,  R.  W.  B 

Semelbeck,  Emma  L.  c 

Seward,  Doris  y/ 

Shane,  A.  c 

Shaunessy,  Leo  M 

Shaw,  Margaret  X 

Shaw,  Anna  M.  B 

Shaw,  Wilford  B.  M 

Sheerine,  M.  E.  x 

Shelby,  J.  G.  t 

Sheldon,  W.  W.  B 

Shepherd,  F.  H.  M 

Sherman,  Mary  V 

Sherwood,  K.  B.  M 

Shotwell,  Prof.  Jas.  B 

Sieber,  Anton  B 
Shugrue,  Martin  J. 


Skillman,  D.  B. 
Slaalien,  Anna 
Smiley,  Paul  H. 
Smith,  C.  B. 
Smith,  Andrew  H. 
Smith,  M.  Rena 
Smith,  R.  R. 
Smyser,  W.  E. 
Snover,  Mrs.  B.  M. 
Somers,  A.  L. 
Somerville,  E.  L. 
Sotherland,  M. 
Spawn,  Luta 
Spelman,  Timothy  M. 
Spence,  M.  L. 
Stanhope,  Bessie  F. 
Stein,  Beatrice  C. 
Steel,  Mrs.  Elsie 
Sterling,  Gladys 
Stevenson,  W.  F. 
Stevenson,  Isabelle 
Steward,  G.  S.  B. 
Stewart,  Fred. 
Stillman,  J.  M. 
Stocks,  Arthur 
Stofels,  Clara  B. 
Stout,  S.  E. 
Swan,  Thomas  W. 
Swartzel,  Karl 
Tabler,  Mrs.  L.  V. 
Tag,  Florence 
Tanner,  Corine 
Tarbell,  Arthur  W. 
Tarrant,  Ellen 
Taylor,  Mary  M. 
Tatlock,  J.  S. 
Telleen,  Ruth 
Terry,  Bert 
Terman,  Lewis  M. 
Thomas,  Mrs.  Gladys 
Thompson,  Maj.  F.  H. 
Thornburg,  Z.  C. 
Thorndike,  Edw.  L. 
Tillett,  Bessie 
Timberlake,  Mary  Ben 
Timbie,  W.  H. 
Tolbert,  Major  B.  A. 
Tolson,  Clyde  A. 
Tolson,  Hillory  A. 
Trekell,  Alice 


100 

APPENDICES 

W 

Tufts,  J.  H. 

T 

Wickenden,  Wm.  E. 

C 

Turneaure,  F.  E. 

B 

Widen,  Hilda  C. 

B 

Tuttle,  Charles  C. 

Wieman,  Bess 

T 

Twiss,  Geo.  R. 

M 

Wigmore,  Col.  J.  H. 

B 

Van  Dyke,  Mrs.  M. 

C 

Wilbur,  Ray  L. 

V 

Verschoor,  C.  A. 

V 

Will,  Horace  R. 

T 

Vinal,  A.  C. 

V 

WilUam,  W.  T.  B. 

C 

Vinson,  R.  E. 

V 

Williston,  A.  L. 

B 

Von  Eiff,  Mildred 

V 

Wilson,  Alta 

Walker,  H.  L. 

W 

Wingback,  Mary  D. 

Walker,  Hazel  Moore 

Wolford,  Mrs.  Florence 

C 

Walker,  J.  C. 

B 

Woodward,  Bessie 

B 

Walker,  T.  R. 

V 

Woodworth,  P.  B. 

C 

Walsh,  Edmund  A. 

C 

Woodworth,  L.  M. 

C 

Walster,  H.  L. 

M 

Woody,  Lieut.  McI. 

B 

Walton,  lone 

V 

Work,  W.  R. 

Wardlaw,  J.  C. 

M 

Wood,  Leona 

V 

Warner,  Gladys 

T 

Wright,  Charles 

B 
B 
M 

M 

Weaver,  Elizabeth 
Welsh,  Marie  Scott 
Wells,  Lois 
Wells,  M. 

C 

Wright,  Joseph 
Wright,  Mae 
Yocum,  Effie 

c 

Wendell,  G.  V. 

W 

Young,  J.  S. 

B 

Whaley,  Camilla 

M 

Young,  Helen 

B 

Wheeler,  Orville  (dec.) 

C 

Zeigel,  W.  H. 

V 

White,  C.  L. 

M 

Zinger,  H.  E. 

M 

Webb,  Bonnie  E. 

V 

Zweibel,  Olive  W. 

C 

Whitefield,  Jay 

V 

Zweibel,  S.  A. 

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Appendix  H 

Washington,  September  24,  1918. 

ADMINISTRATION  MEMO.  NO.  16 

I.  GENERAL 

1.  Naval  and  Marine  Sections  of  the  Students'  Army  Training  Corps  have 
been  authorized  at  certain  designated  institutions,  which  are  listed  herein. 

2.  Commanding  Officers  of  Students'  Army  Training  Corps  units  will 
exercise  tact  and  discretion  in  unusual  situations  which  may  arise  through 
the  necessity  of  administering  in  one  command  detachments  of  enlisted  men 
assigned  to  the  Army,  the  Navy  and  to  the  Marine  Corps. 

3.  While  the  Naval  and  Marine  Corps  Sections  will  be  under  the  general 
command  of  the  Army  officer  assigned  as  commanding  officer  of  the  Students' 
Army  Training  Corps  imit.  Naval  and  Marine  Corps  officers  and  noncom- 
missioned officers  assigned  to  institutions  where  Naval  or  Marine  Corps  Sec- 
tions are  authorized,  will  attend  to  matters  of  administration,  and  discipline 
and  training  pertaining  to  their  enlisted  personnel. 

4.  If  the  Navy  and  Marine  Corps  representatives  have  not  arrived  by 
October  1st  at  institutions  where  Naval  or  Marine  Corps  sections  have  been 
authorized  the  commanding  officer  will  so  notify  the  Committee  without 
delay. 

II.  MARINE  CORPS  SECTIONS 

1.  Marine  officers  and  noncommissioned  officers,  if  practicable,  will  be 
detailed  to  all  colleges  which  have  been  assigned  quotas  of  students  for  the 
organization  of  Marine  Sections  in  the  Students'  Army  Training  Corps. 
Marine  officers  thus  detailed  will  be  charged  with  the  duties  of  the  administra- 
tion, training,  and  discipline  of  the  Marine  Sections. 

2.  At  institutions  where  no  Marine  officer  is  detailed  in  command  of  the 
Marine  Section  of  the  Students'  Army  Training  Corps,  the  commanding  officer 
of  the  Students'  Army  Training  Corps  will  be  the  representative  for  the 
Marine  Corps. 

3.  The  Marine  Section  will  follow,  in  general,  the  same  course  of  instruc- 
tion and  training  as  outlined  for  the  Students'  Army  Training  Corps  by  the 
War  Department  in  directions  to  commanding  officers  of  the  Students'  Army 
Training  Corps. 

4.  The  Marine  Section  shall  be  subject  to  orders  of  the  commanding  officer 
in  matters  of  discipline.  It  is  expected  that  the  officer  in  charge  of  the  Marine 
Section  and  the  commanding  officer  of  the  Students'  Army  Training  Corps 
will  cooperate  to  the  fullest  extent  in  all  matters  concerning  discipline  and 
routine  of  instruction. 

5.  Members  of  the  Marine  Section  will  receive  the  pay,  commutation  of 

105 


io6  APPENDICES 


quarters,  rations,  heat,  and  light  allowances  as  prescribed  for  enlisted  men  of 
the  Marine  Corps.  They  will  be  messed  and  quartered  with  the  Students'  Army 
Training  Corps  or  in  such  manner  as  the  commanding  officer  shall  prescribe. 
From  their  pay  and  allowances,  they  will  pay  for  their  lodging,  subsistence, 
and  tuition.  Such  payments  will  be  based  on  the  per  diem  rate  contained  in 
contract  between  the  Army  and  the  institution. 

6.  The  members  of  the  Marine  unit  will  be  in  the  status  of  enlisted  men 
of  the  Marine  Corps  and  will  wear  the  prescribed  uniform  of  their  rank. 
Uniforms  and  clothing  will  be  obtained  from  the  nearest  depot  of  supplies, 
recruiting  station,  or  marine  barracks. 

7.  All  rifles  and  military  equipment  will  be  issued  to  the  Marine  Section 
by  the  Commanding  Officer  of  the  Students'  Army  Training  Corps. 

8.  The  accounts  and  service  records  of  members  of  Marine  Corps  Sections 
will  be  kept  by  the  Marine  officer  in  charge  at  the  institution  where  the  Marine 
Section  is  located. 

9.  Students  eligible  for  induction  (see  Administration  Memo.  No.  9)  who 
desire  to  enroll  in  the  Marine  Section  of  the  Students*  Army  Training  Corps 
at  the  institutions  which  have  been  assigned  Marine  Sections  will  make  ap- 
plication to  the  Marine  officer  in  charge  or  the  Marine  representative  at  the 
respective  institutions  for  voluntary  induction  into  the  Marine  Corps. 

10.  The  educational  prerequisite  for  all  applicants  desiring  to  be  inducted 
into  the  Marine  Corps  at  the  designated  institutions  is  the  presentation  of 
conclusive  proof  to  the  Marine  officer  in  charge  showing  that  their  academic 
standing  is  that  of  sophomore,  i.e.,  they  must  have  successfully  completed 
one  year  of  standard  collegiate  work. 

11.  Prior  to  October  1st,  medical  officers  of  the  Navy  and  the  officers  in 
charge  of  the  Marine  Sections  will  examine  applicants  as  to  their  physical  and 
educational  qualifications.  The  final  decision  in  regard  to  an  application  for 
induction  into  the  Marine  Section  will  rest  with  the  Marine  officer  in  charge. 
The  decision  will  rest  with  the  representative  of  the  Marine  Corps,  in  the 
absence  of  the  Marine  officer  in  charge. 

12.  The  number  of  students  inducted  into  the  Marine  Section  will  not 
exceed  the  quota  assigned  the  institution  without  permission  from  Head- 
quarters, Marine  Corps,  transmitted  through  the  Committee  on  Education 
and  Special  Training. 

13.  In  the  following  institutions  Marine  Sections  of  the  Students'  Army 
Training  Corns  will  be  organized: 

Strength  of  Marine  Unit 

Leland-Standard,  Jr.,  Univ.  110 

Georgia  School  of  Technology  100 

Harvard  University  120 

University  of  Minnesota  110 


APPENDIX  H 

107 

Cornell  University 

170 

University  of  Washington 

160 

University  of  Texas 

100 

Yale  University 

100 

University  of  Kansas 

140 

University  of  Wisconsin 

190 

Virginia  Military  Institute 

100 

University  of  North  Carolina 

100 

14.  Judging  from  reliable  information  of  the  probable  number  of  students 
who  will  apply  for  enrollment,  it  is  evident  that  the  list  of  institutions  and 
the  strength  of  the  quotas  assigned  to  each  will  have  to  be  revised  from  time 
to  time. 

III.     NAVAL  SECTION 

1.  At  institutions  where  no  Naval  officer  is  on  duty  in  command  of  the 
Naval  Section  of  the  Students'  Army  Training  Corps,  the  commanding  officer 
of  the  Students'  Army  Training  Corps  will  be  the  Navy  Department's  rep- 
resentative. All  members  of  the  Naval  Section  will  be  subject  to  the  routine 
established  by  the  commanding  officer  of  the  Students'  Army  Training  Corps, 
and  they  shall  attend  all  military  drills  and  exercises,  subject  to  the  orders  of 
the  commanding  officer. 

2.  The  commanding  officer  shall  supervise  the  course  of  instruction  and 
shall  submit  such  reports  and  recommendations  as  the  Navy  Department 
may  request  from  time  to  time.  Prior  to  October  1st,  a  representative  of  the 
Navy  Department  will  be  present  at  the  institution  for  the  purpose  of  mak- 
ing the  necessary  arrangements  with  the  commanding  officer  and  the  college 
authorities  in  order  to  be  prepared  to  enroll  the  Naval  Section  on  October 
1st.  The  account  and  service  records  shall  be  kept  by  the  Commandant  of 
the  Naval  District  in  which  the  institution  is  located. 

3.  Students  enrolled  in  the  Navy  will  receive  clothing  outfits  from  the 
Naval  District  Commandant.  The  District  Commandant  will  handle  this  in 
a  manner  similar  to  the  methods  already  in  use  for  the  care  of  men  on  de- 
tached duty. 

4.  In  matters  of  discipline  members  of  the  Naval  Section  shall  be  subject 
to  all  orders  of  the  commanding  officer.  Minor  infractions  of  the  regulations 
of  the  unit  may  be  punished  in  the  usual  manner,  by  restriction  of  privileges, 
etc.  Serious  infractions  of  the  Naval  regulations  shall  be  reported  to  the  Com- 
mandant of  the  Naval  District  for  action. 

5.  Members  of  the  Naval  Section  will  wear  the  uniform  of  their  rating  in 
the  Navy. 

6.  There  are  a  few  members  of  the  Naval  Reserve  who,  by  former  regula- 
tions are  permitted  to  continue  their  studies  in  college  until  graduation. 
These  Reservists  are  required  to  join  the  Naval  Section  of  the  Students' 


io8  APPENDICES 

Army  Training  Corps,  and  shall  be  subject  to  the  same  regulations  promul- 
gated for  the  control  of  students  voluntarily  inducted  into  the  Navy  on 
October  1st  under  this  memorandum. 

7.  The  Navy  Department  will  not  make  contracts  with  the  institutions 
but  will  give  the  members  of  the  Naval  Section  of  the  Students'  Army  Train- 
ing Corps  an  allowance  sufficient  to  cover  the  cost  of  the  men's  lodging, 
subsistence  and  tuition.  This  allowance  shall  be  based  on  the  per  diem  rate 
contained  in  the  contract  between  the  Army  and  the  institution. 

8.  Students  eligible  for  induction  (See  Administration  Memo.  No.  9)  de- 
siring to  enroll  in  the  Naval  Section  of  the  Students'  Army  Training  Corps 
at  the  specified  institutions  which  have  been  assigned  Naval  quotas,  shall 
make  application  to  the  Navy  Department  representative,  present  at  the 
institution,  for  voluntary  induction  into  the  Navy. 

9.  Application  shall  be  considered  in  the  order  in  which  filed  and  applicants 
shall,  upon  satisfactorily  meeting  the  physical  requirements  for  entry  in  the 
Navy,  on  October  1st  be  voluntarily  inducted  into  the  Naval  Reserve  Force 
as  Apprentice  Seamen.  An  enrolling  officer  of  the  Navy  will  be  present  at 
the  institution  prior  to  October  1st  for  the  purpose  of  perfecting  arrangements 
for  making  the  induction  on  October  1st,  1918,  in  accordance  with  the  regula- 
tions agreed  upon  by  the  War  Department  and  Navy  Department.  The 
number  inducted  in  any  institution  shall  not  exceed  quota  assigned  to  the 
institution,  without  the  permission  of  the  Navy  Department. 

10.  Students  inducted  into  the  Reserve  Force,  shall  be  placed  on  active 
duty  pay  and  shall  be  allowed  a  sufficient  sum  to  pay  the  cost  of  their  lodging, 
subsistence  and  tuition,  but  this  allowance  shall  not  exceed  two  dollars  per 
day.  This  allov/ance  shall  be  at  the  same  per  diem  rate  as  contained  in  the 
contract  in  existence  between  the  institution  and  the  War  Department.  The 
Naval  Reservist  students  will  make  their  own  arrangements  with  the  institu- 
tion as  the  Navy  Department  will  not  enter  into  contracts  with  the  institu- 
tions. 

11.  At  institutions  where  there  is  no  Naval  officer,  the  representative  of 
the  Navy  Department  shall  be  the  Army  officer  in  command. 

12.  The  curricula  for  the  Naval  Section  students  shall  be  based  on  a  term 
of  three  months  similar  to  that  followed  by  the  Students'  Army  Training 
Corps,  and  shall  be  preparatory  for  the  line;  and  basic  engineering  courses 
shall  be  established  to  meet  the  engineering  needs  of  the  Navy.  Instructions 
as  to  curricula  will  be  issued  by  the  Navy  Department,  through  the  Com- 
mittee on  Education  and  Special  Training  of  the  War  Department,  from  time 
to  time. 

13.  The  following  institutions  are  assigned  quotas  for  the  strength  of  the 
Naval  Section  of  the  Students'  Army  Training  Corps.    As  these  institutions 


APPENDIX  H 


109 


are  selected  and  quotas  are  assigned  from  estimates  of  the  probable  enrolled 
student  body  it  is  evident  that  the  list  will  have  to  be  adjusted  from  time  to 
time  when  reliable  information  becomes  available.  The  quota  shall  in  no 
case  be  exceeded  except  by  special  permission  of  the  Navy  Department  trans- 
mitted through  the  Committee  on  Education  and  Special  Training. 


ALABAMA  University  of  Alabama,  University,  Ala. 

CALIFORNIA  Leland  Stanford  Junior  University, 

Stanford  University,  Cal. 
University  of  California,  Berkeley,  Cal. 
University  of  Southern  California,  Los  Angeles,  Cal. 

COLORADO  University  of  Colorado,  Boulder,  Col. 

University  of  Denver,  Denver,  Col. 

CONNECTICUT       Yale  University,  New  Haven,  Conn. 

DISTRICT  OF  Georgetown  University,  Washington,  D.  C. 

COLUMBIA  George  Washington  University,  Washington,  D.  C. 

FLORIDA  University  of  Florida,  Gainesville,  Fla. 

GEORGIA  Georgia  School  of  Technology,  Atlanta,  Ga. 

Emory  University,  Atlanta,  Ga. 
University  of  Georgia,  Athens,  Ga. 

ILLINOIS  Armour  Institute  of  Technology,  Chicago,  111. 

Northwestern  University,  Evanston,  111. 
University  of  Illinois,  Urbana,  111. 
University  of  Chicago,  Chicago,  111. 

INDIANA  Indiana  State  University,  Bloomington,  Ind. 

Purdue  University,  Lafayette,  Ind. 
University  of  Notre  Dame,  Notre  Dame,  Ind. 

IOWA  University  of  Iowa,  Iowa  City,  Iowa 

Iowa  State  College  of  A.  &  M.,  Ames,  la. 

KANSAS  University  of  Kansas,  Lawrence,  Kansas 

KENTUCKY  State  University  of  Kentucky,  Lexington,  Ky. 

LOUISIANA  Louisiana  State  University,  Baton  Rouge,  La. 

Tulane  University,  New  Orleans,  La. 

MAINE  University  of  Maine,  Orono,  Maine 

Bowdoin  College,  Brunswick,  Maine 

MARYLAND  Johns  Hopkins  University,  Baltimore,  Md. 

MASSACHUSETTS  Boston  University,  Boston,  Mass. 

College  of  the  Holy  Cross,  Worcester,  Mass. 

Harvard  University,  Cambridge,  Mass. 

Mass.  Institute  of  Technology,  Cambridge,  Mass. 


50 


100 
500 
100 

60 
50 

600 

100 
50 

50 

150 

50 

100 

50 
100 
400 
200 

50 
200 
100 

100 
100 

200 

200 

50 
50 

50 
50 

50 

50 

60 

400 

400 


APPENDICES 


MICHIGAN 


MINNESOTA 
MISSISSIPPI 
MISSOURI 


NEBRASKA 

NEW  HAMPSHIRE 

NEW  JERSEY 

NEW  YORK 


NORTH 

CAROLINA 

OHIO 


OKLAHOMA 
OREGON 

PENNSYLVANIA 


Worcester  Poly.  Inst.,  Worcester,  Mass.  50 

Williams  College,  Williamstown,  Mass.  50 

Tufts  College,  Tufts,  Mass.  100 

Michigan  Ag.  College,  East  Lansing,  Mich.  50 

University  of  Detroit,  Detroit,  Mich.  50 

University  of  Michigan,  Ann  Arbor,  Mich.  500 

University  of  Minnesota,  Minneapolis,   Minn.  100 

Mississippi  A.  &  M.  College,  Starkville,  Miss.  100 

St.  Louis  University,  St.  Louis,  Mo.  50 

University  of  Missouri,  Columbia,  Mo.  150 

Washington  University,  St.  Louis,  Mo.  50 

University  of  Nebraska,  Lincoln,  Neb.  150 

Dartmouth  College,  Hanover,  N.  H.  50 

New  Hampshire  College,  Durham,  N.  H.  50 

Princeton  College,  Princeton,  N.  J.  250 

Stevens  Institute  of  Technology,  Hoboken,  N.  J.  200 

Colgate  University,  Hamilton,  N.  Y.  50 

College  of  the  City  of  N.  Y.,  N.  Y.  200 

Pratt  Institute,  Brooklyn,  N.  Y.  50 

Rensselaer  Poly.  Inst.  Troy,  N.  Y.,  100 

Syracuse  University,  Syracuse,  N.  Y.  150 

University  of  Buffalo,  Buffalo,  N.  Y.  50 

Columbia  University,  New  York,  N.  Y.  300 

Cornell  University,  Ithaca,  New  York  150 

Fordham  University,  New  York,  N.  Y.  50 

N.  Carolina  State  College,  W.  Raleigh,  N.  C.  50 

The  University  of  N.  Carolina,  Chapel  Hill,  N.  C.  50 

Case  School  of  Applied  Science,  Cleveland,  O.  80 

Ohio  Northern  University,  Ada,  O.  50 

Ohio  University,  Athens,  Ohio  50 

Ohio  State  University,  Columbia,  O.  50 

University  of  Cincinnati,  Cincinnati,  O.  100 

Western  Reserve  University,  Cleveland,  O.  100 

University  of  Oklahoma,  Norman,  Okla.  80 

Oregon  Agriculture  College,  Comwallis,  Ore.  100 

University  of  Oregon,  Eugene,  Ore.  50 

Carnegie  Institute  of  Technology,  Pittsburgh,  Pa.  150 

Lafayette  College,  Easton,  Pa.  50 

Lehigh  University,  S.  Bethlehem,  Pa.  60 

Pennsylvania  State  College,  State  College,  Pa.  200 

University  of  Pennsylvania,  Philadelphia,  Pa.  500 

University  of  Pittsburgh,  Pittsburgh,  Pa.  100 


APPENDIX  H 


RHODE  ISLAND      Brown  University,  Providence,  R.  I. 

SOUTH  CAROLINA  Clemson  College,  Clemson  College,  S.  C. 

TENNESSEE  University  of  Tennessee,  Knoxville,  Tenn. 

TEXAS  Baylor  University,  Waco,  Tex. 

Texas  A.  &  M.  College,  College  Sta.,  Tex. 
University  of  Texas,  Austin,  Texas 

VERMONT  University  of  Vermont,  Burlington,  Vt. 

VIRGINIA  University  of  Virginia,  University,  Va. 

Virginia  Polytechnic  Institute,  Blacksburgh,  Va. 

WEST  VIRGINIA    West  Virginia  University,  Morgantown,  W.  Va. 

WASHINGTON        University  of  Washington,  Seattle,  Wash. 
Washington  State  College,  Pullman,  Wash. 

WISCONSIN  Marquette  University,  Milwaukee,  Wis. 

University  of  Wisconsin,  Madison,  Wis. 

By  direction  of  the  Committee: 


200 

70 

50 

100 
100 
150 

50 

50 
50 

60 

700 
60 

60 
300 


CHESLEIGH  H.  BRISCOE, 

Major,  Inf.,  U.  S.  A., 
Ass't.  Executive  Officer. 


i 


Appendix  I 

CURRICULA 

The  following  instructions  and  suggestions  are  transmitted  to  educational 
institutions  maintaining  collegiate  sections  of  units  of  the  Students'  Army 
Training  Corps  for  their  guidance  and  consideration: 

INTRODUCTORY 

1.  The  reorganization  of  curricula  to  meet  the  requirements  of  war  train- 
ing is  obviously  a  problem  which  requires  a  period  of  constructive  exper- 
imentation at  educational  institutions,  in  close  cooperation  with  the  War 
Department.  It  is  not  the  War  Department's  desire  to  prescribe  for  each 
and  all  of  the  several  hundred  approved  educational  institutions  a  rigid  and 
fixed  curriculum,  drawn  without  reference  to  the  varying  facilities  and  re- 
sources of  these  institutions. 

On  the  other  hand  a  certain  amoimt  of  prescription  is  imperative  for  the 
reason  that  members  of  the  Students'  Army  Training  Corps  units  at  all 
educational  institutions  must  be  prepared  to  meet  specific  and  uniform  army 
tests  and  requirements. 

The  suggestions  contained  in  this  circular  are  therefore  to  be  regarded  as 
tentative  only,  and  subject  to  change  as  need  may  dictate.  A  general  con- 
formance to  the  tenor  of  the  suggestions  is  advised,  but  this  policy  should  not 
be  permitted  to  deaden  the  initiative  of  the  individual  institution  or  its 
teachers. 

CURRICULUM 

2.  The  curriculm  of  each  institution  should  be  worked  out  by  its  Faculty 
under  the  conditions  stated  below. 

TERMS 

3.  All  curricula  are  to  be  based  on  quarterly  courses  with  terms  of  12 
weeks  each,  including  examination  periods.  It  is  desirable  that  each  term 
be  a  unit  in  itself,  as  students  of  appropriate  age  may  be  withdrawn  at  the 
end  of  any  term. 

TEACHING  STAFF  AND  METHODS  OF  INSTRUCTION 

4.  The  large  number  of  incoming  students  and  the  shortness  of  their  stay 
in  college  make  it  of  the  utmost  importance  to  use  all  available  teaching 
power  efficiently  and  economically.  In  most  of  the  essential  and  allied  sub- 
jects it  will  be  necessary  to  form  a  large  number  of  small  sections  with  the 
co-operation  of  teachers  whose  subjects  are  temporarily  omitted  or  depleted. 
It  may  also  be  necessary  to  omit  subjects  in  which  the  attendance  falls  be- 

"3 


114  APPENDICES 


low  a  certain  limit.  With  due  regard  to  the  provisions  of  paragraph  5  below, 
care  should  be  taken  that  the  instruction  is  so  planned  as  to  distribute  the 
load  which  must  come  upon  individual  departments  and  teachers,  thus  avoid- 
ing a  "peak  load"  at  any  point. 

PROGRAMS  OF  STUDENTS  ACCORDING  TO  AGE  GROUPS 

5.  As  students  who  have  reached  the  age  of  20  (on  September  12,  1918), 
whether  previously  in  college  or  not,  may  have  but  a  single  term  of  twelve 
weeks  in  college,  they  should  devote  practically  their  entire  time  to  the  es- 
sential subjects  listed  in  accordance  with  special  Programs  A,  B,  C,  D,  E 
below. 

As  students  who  have  reached  the  age  of  19  (on  September  12,  1918), 
whether  previously  in  college  or  not,  may  have  two  terms  of  twelve  v/eeks 
in  college,  they  should  complete  the  essential  subjects  in  two  terms. 

For  all  other  students,  whether  previously  in  college  or  not,  curricula 
should  be  prepared  so  that  the  essential  subjects  may  be  distributed  over  three 
terms.  The  remaining  time  will  be  available  for  such  additions  from  the 
list  of  allied  subjects  as  may  be  selected  by  their  respective  educational 
institutions. 

So  far  as  the  necessary  emphasis  on  age  brings  students  of  different 
academic  maturity  into  the  same  subjects,  some  variation  of  treatment  may 
be  necessary  and  it  is  suggested  that  this  be  provided  for  in  the  arrangement 
of  the  sections  mentioned  in  paragraph  4  above. 

ALLIED  SUBJECTS 

6.  The  allied  subjects  which  may  be  taught  by  educational  institutions 
and  from  which  election  may  be  made  by  members  of  the  Students'  Army 
Training  Corps  are  as  follows:  English,  French,  German,  Italian,  Math- 
ematics, Physics,  Chemistry,  Biology,  Psychology,  Geology,  Geography, 
Topography  and  Map  Making,  Meteorology,  Astronomy,  Hygiene,  Sanitation, 
Descriptive  Geometry,  Mechanical  and  Freehand  Drawing,  Surveying, 
Economics,  Accounting,  History,  International  Law,  Military  Law,  and  Gov- 
ernment. 

Permission  may  be  granted  for  the  recognition,  as  an  allied  subject,  of  not 
more  than  one  subject  outside  the  above  list  provided  that  it  occupies  not 
more  than  three  hours  per  week  in  lectures  and  recitations  with  correspond- 
ing time  for  study. 

Not  all  of  these  allied  subjects  are  required  or  expected  to  be  taught 
at  every  educational  institution.  Each  institution,  in  making  a  selection  of 
allied  subjects  to  be  taught,  should  choose  only  those  which  it  is  fully 
equipped  to  offer. 

Some  allied  subjects,  it  should  be  noted,  are  required  subjects  in  certain 
program  of  study  indicated  below. 


APPENDIX  1  IIS 


ESSENTIAL  SUBJECTS 

7.  The  following  subjects  (in  addition  to  the  prescribed  military  instruc- 
tion) should  be  included  in  the  program  of  every  member  of  the  Students' 
Army  Training  Corps  who  is  preparing  to  become  an  infantry  or  artillery 
officer  and  who  has  not  already  had  equivalent  training:  War  Issues,*  Mil- 
itary Law  and  Practice,  Hygiene  and  Sanitation,  Surveying  and  Map  Making. 

PROGRAMS  OF  STUDY  FOR  MEN  TWENTY  YEARS  OF  AGE  OR  OVER 

8.  The  different  branches  of  the  service  for  which  preparation  is  sought 
may  be  grouped  as  follows : 

Group    I.  Infantry,  Field  Artillery,  Heavy  (Coast)  Artillery  (Program  A). 

Group     II.  Air  Service  (Program  B). 

Group  III.  Ordnance  and  Quartermaster  Service  (Program  C). 

Group  IV.  Engineer    Corps,    Signal    Corps   and    Chemical    Warfare    Service 

(Program  D). 
Group     V.  Motor  Transport  and  Truck  Service  (Program  E). 

PROGRAM  A 

Group    I.    Infantry,   Field   Artillery,   Heavy    (Coast)    Artillery.      Single 

Term   of    12   weeks.  Hours    per    week    (including    labora- 

tory   work    and    supervised    study). 

Military  Instruction 

War  Issues  (or  its  equivalent) 

Military  Law  and  Practice 

Sanitation  and  Hygiene 

Surveying  and  Map  Making 

Unassigned 

Total  53  hours 

The  course  on  Surveying  and  Map  Making  implies  previous  study  of  plane 
trigonometry.  Those  who  have  had  no  such  preparation  may,  however,  de- 
vote their  unassigned  hours  to  such  work  in  elementary  trigonometry  as  can 
be  given  in  connection  with  the  course  on  Surveying.  Other  students  may 
devote  this  unassigned  time,  it  is  suggested,  to  French  (especially  if  they 
have  already  studied  French)  or  to  further  study  in  connection  with  the  War 
Issues  course,  or  to  such  supplementary  study  as  may  be  deemed  expedient. 
Before  entering  the  Field  or  Heavy  (Coast)  Artillery  on  the  basis  of  the 
above  program  it  is  desirable  that  a  student  should  have  had  a  course  in 
Mathematics  such  as  is  outlined  in  the  primary  general  program  set  forth  in 
the  Special  Descriptive  Circular  on  Mathematics  (C.  b.  2)  but  he  will  not 


11 

hours 

9 

9 

9 

12 

3 

*  Educational  institutions,  with  the  approval  of  the  District  Educational  Director,  may  excuse  from 
the  course  on  War  Issues  those  members  of  the  Students'  Army  Training  Corps  (i)  who  have  had  or  are 
taking  a  similar  course  even  though  not  identical  in  every  detail,  or  (2)  who  have  already  had  at  least 
two  years  of  work  of  collegiate  grade  in  an  approved  institution  and  who  should  be  required  to  con- 
centrate the  whole  of  their  time  on  advanced  studies.  See  the  Special  Descriptive  Circulars  on  War 
Issues   (C.e.ia  and  C.e.13). 


ii6  APPENDICES 

necessarily  be  debarred  from  entrance  to  this  Corps  through  deficiency  in 
this  respect.  If  he  has  had  v/ork  in  Surveying  or  the  mathematical  prepara- 
tion described  above,  but  not  both,  he  should  take  whichever  of  the  two  he 
lacks. 

PROGRAM  B 
Group  II.    Air  Service.    Single  term  of  12  weeks. 

Hours    per    week    (including    labora- 
tory  work   and   Bupervised   study). 

Military  Instruction  11  hours 
War  Issues  (or  equivalent)  9      " 

Military  Law  and  Practice  9       " 

Map  Reading  and  Navigation  12      " 

Elementary  Physics  12       " 


Total  53  hours 

PROGRAM  C 

Group  III.  Ordnance   Corps  and   Quartermaster  Corps.     Single  term  of 
12  weeks. 

Hours    per    week    (including    labora- 
tory work   and    supervised   study). 

Military  Instruction  11  hours 

War  Issues  (or  equivalent)  9       " 

Military  Law  and  Practice  9      " 

For  Quartermaster  Corps 
The  major  portion  of  the  remaining  time 
should  be  devoted  to  Economics,  Ac- 
counting, Business  Management,  Statis- 
tics, Transportation  and  Commerce;  the 
balance  to  Allied  Subjects  24      " 

For  Ordnance  Corps 

Physics  12      " 

Modern  Ordnance  3       " 

Business  Management  6       " 

Unassigned  3       " 

(Program  C  is  appropriate  for  limited  service  men  as  well  as  for  full  ser- 
vice men.  Full  service  men  who  require  a  greater  amount  of  scientific  prepara- 
tion for  the  Ordnance  Corps  should  secure  it  in  an  engineering  school.) 

PROGRAM  D 

Group  IV.    Engineer  Corps,  Signal  Corps,  Chemical    Warfare    Service. 
Single  term  of  12  weeks. 

Engineer  Corps. — An  approved  program  in  any  branch  of  engineering 
studies.     See  the  Special  Bulletin    on    Programs    in    Engineering 
(C.  b.  26). 
Signal  Corps. — An  approved  program  of  studies  in  electrical  engineer- 
ing.   See  Ibid. 
Chemical  Warfare  Service. — An  approved  program  of  chemical  en- 


APPENDIX  I  117 


gineering  or  chemical  technology.  See  the  special  Bulletins  on 
Chemistry  and  Chemical  Engineering  (C.  b.  28)  and  on  Ceramic 
Chemistry  and  Ceramic  Chemistry  Engineering  (C.  b.  28a). 

PROGRAM  E 
Group  V.    Motor  Transport  and  Truck  Service. — Single  term  of  12  weeks. 

Hours    per    week    (including    labora- 
tory  work   and   supervised   study). 

Military  Instruction  11  hours 

War  Issues  (or  equivalent)  9       " 

Military  Law  and  Practice  9       " 

Subjects  chosen  from  the  list  of  Allied 
Subjects  24 

Total  53  hours 

PROGRAM  OF  STUDY  FOR  MEN  WHO  ARE  NINETEEN  YEARS  OF  AGE 

9.  For  students  19  years  of  age,  who  may  reasonably  be  expected  to  con- 
tinue their  work  at  an  educational  institution  for  two  terms,  no  definite  pro- 
grams are  prescribed,  but  the  following  suggestions  are  given  in  order  that 
educational  institutions  may  work  out  suitable  programs  for  themselves. 


ALL  GROUPS 

Two  terms  of  12  weeks  each. 


Hours    per    week    (including   labora- 
tory  work    and    supervised   study). 


Military  Instruction  11  hours 

War  Issues  (or  equivalent)  9       " 

Additional    subjects     from    the    list    of 
Allied  Subjects  33 

During  either  the  first  or  second  term, 
all  the  subjects  prescribed  for  students 
in  any  group  (see  par.  8)  must  be  in- 
cluded in  the  programs  of  those  who  are 
preparing  for  that  group,  e.  g.,  if  a 
student  is  preparing  for  Group  II,  he 
must  include  among  his  subjects  all 
those  prescribed  in  Program  B,  dis- 
tributing these  subjects  in  either  term 
as  may  be  deemed  expedient. 


Total  S3  hours 

PROGRAM  OF  STUDY  FOR  MEN  WHO  ARE  EIGHTEEN  YEARS  OF  AGE 

10.  For  students  18  years  of  age,  who  may  reasonably  be  expected  to 
continue  their  work  at  educational  institutions  for  three  terms,  no  definite 
programs  are  prescribed,  but  the  following  suggestions  are  given  in  order 
that  educational  institutions  may  work  out  suitable  programs  for  themselves. 


ii8 


APPENDICES 


ALL  GROUPS 

Three  terms  of  12  weeks  each. 


Hours    per    week    (including    labora- 
tory  work   and    supervised   study). 


Military  Instruction  11  hours 

War  Issues  (or  equivalent)  9       " 

Additional    Subjects    from    the    list    of 

Allied  Subjects  33       " 

During  the  first,  second  or  third 
term,  all  the  subjects  prescribed  for 
students  in  any  group  (see  par.  8) 
must  be  included  in  the  programs  of 
those  who  are  preparing  for  that 
group,  e.g.,  if  a  student  is  preparing 
for  the  Infantry,  Field  Artillery,  or 
Heavy  (Coast)  Artillery,  he  must 
cover  all  the  subjects  included  in  Pro- 
gram A,  distributing  these  subjects 
among  the  three  terms  as  may  be 
deemed  expedient. 

Total  53  hours 


In  general  a  subject  chosen  from  the  list  of  allied  subjects  and  taken  in 
the  first  term  should  be  continued  during  the  second  and  third  terms  by 
those  who  continue  during  these  terms. 

It  is  suggested  that  Surveying  and  Map  Making  should,  in  part  at  least, 
be  included  in  the  first  term  wherever  climatic  conditions  preclude  field 
work  during  the  second  term.  Otherwise  it  should  be  preceded  by  Plane 
Trigonometry  and  Logarithms. 

Those  who  are  preparing  for  special  service  in  the  Field  or  Heavy  (Coast) 
Artillery,  involving  unusual  mathematical  preparation,  should  be  enabled, 
if  possible,  to  include  Analytic  Geometry  and  Probability  in  addition  to 
Trigonometry  in  their  programs.  See  the  Special  Descriptive  Circular  on 
Mathematics  (C.b.2). 

The  conditions  which  prevail  with  respect  to  the  calling  of  men  at  various 
ages  will  demand  unusual  care  in  the  arrangement  of  programs  so  as  to 
preserve  continuity  of  progress  and  to  avoid  a  disjointed  presentation  of 
groups  of  allied  subjects. 

BRIEF  DESCRIPTION  OF  SUBJECTS 

11.  The  following  brief  descriptions  may  indicate  the  nature  of  those 
subjects  that  do  not  at  present  seem  to  call  for  more  precise  outlines. 


APPENDIX  I  119 


MILITARY  LAW  AND  PRACTICE 

(a)  This  course  should  treat  of  three  related  subjects:  Military  Law, 
International  Military  Customs  and  Army  Administration.  Military  Law 
comprises  a  study  of  the  military  status  of  the  individual,  registration,  en- 
listment, induction  and  transfer;  the  procedure  of  general,  special  and  sum- 
mary courts-martial;  the  laws  governing  army  personnel  and  the  penalties 
for  infraction.  International  Military  Customs  will  treat  of  the  fundamental 
diflference  between  the  military  organization  of  our  Allies  and  our  own 
country  to  such  an  extent  as  would  be  immediately  needed  by  the  American 
soldier  on  overseas  duty. 

Army  Administration  is  a  study  of  army  organization,  accountability  and 
responsibility  for  property,  army  correspondence  and  all  army  forms  for 
men  and  materials  such  as  those  for  rations,  commutation  and  travel.  This 
last-named  part  of  the  course  should  take  for  the  most  part  the  form  of 
actual  practice  in  army  paper  work. 

SURVEYING  AND  MAP  MAKING 

(b)  This  course  is  intended  to  give  the  student  familiarity  with  the 
usual  surveying  instruments  and  their  uses,  and  to  train  him  sufficiently  to 
make  him  a  reliable  topographical  surveyor  of  limited  areas.  He  should 
receive  a  thorough  drill  in  topographical  map-reading  with  special  reference 
to  the  scales  and  contour  intervals  used  in  the  United  States  and  French 
Army  maps  and  to  the  physical  features  of  military  importance.  He  should 
be  able  rapidly  and  accurately  to  solve  problems  in  orientation,  visibility, 
and  the  layout  of  routes  of  travel  for  troops. 

For  prospective  infantry  officers  a  study  of  trench  and  entanglement  con- 
struction should  be  given  as  an  introduction  to  the  course  in  field  engineering 
practice  which  they  will  receive  at  an  Officers'  Training  Camp. 

HYGIENE  AND  SANITATION 

(c)  This  course  should  include  the  following  topics:  Physical  fitness, 
personal  and  public  sanitation,  parasitism  and  microbes,  the  sources  and 
modes  of  infection,  the  disposal  of  excreta  and  waste  matter,  sewage  dis- 
posal, camp  cleanliness,  water  supply  on  the  march  and  in  camp,  field  dis- 
infection and  filteration,  storage  of  water,  camp  sites,  soil  and  drainage, 
sanitation  of  foods,  nutrition,  disease,  isolation  and  disinfection,  vaccine  and 
sera,  tuberculosis,  venereal  diseases,  mental  hygiene,  personal  hygiene,  air 
and  health,  ventilation  of  barracks  and  ships,  drugs  and  stimulants,  vital 
statistics,  civil  and  military  health  organization,   the   care   of  wounds,   etc. 

MAP  READING  AND  NAVIGATION 

(d)  This  course  should  be  focussed  upon  the  interpretation  of  topo- 
graphical maps,  particularly  United  States  and  French  war  maps.  The 
student  should  become  thoroughly  familiar  with  all  scales  of  maps  and  be 


APPENDICES 


able  to  convert  ordinary  scales  into  the  metric  and  graphical  scales.  This 
course  should  be  replete  with  problem  work,  such  as  laying  out  courses  of 
flight  in  still  air  and  with  wind  blowing  from  different  directions,  the  com- 
putation of  speed  of  the  airplane  over  the  ground  under  these  conditions. 
These  latter  involve  the  use  of  "drift"  of  the  airplane.  The  subject  of  Plane 
Sailing  will  form  a  basis  for  this  latter  work.  The  student  should  also  be 
able  to  identify  the  polar  stars  and  other  typical  constellations  and  be 
familiar  with  their  positions  at  different  times  of  the  day  at  different  seasons. 

ELEMENTARY  PHYSICS 

(e)  This  course  is  dealt  with  in  the  special  descriptive  circular  on 
Physics  (C.b.ll),  and  comprises  the  first  term  (12  weeks)  of  the  curriculum 
there  outlined. 

MODERN  ORDNANCE 

(f)  This  should  be,  for  the  most  part,  a  course  of  information  in  the 
nomenclature  of  modern  small  arms,  artillery  and  their  ammunition.  It 
should  also  include  the  accoutrement  of  soldiers  in  the  different  services. 

BUSINESS  MANAGEMENT 

(g)  This  course  should  cover  the  more  important  topics  usually  covered 
in  courses  on  the  subject  at  colleges  of  business  administrations,  including 
the  principles  of  business  organization,  the  location,  layout  and  equipment 
of  plant,  efficiency  systems  and  records,  employment  problems,  purchasing 
and  storage,  requisition  systems  and  shop  management.  See  the  special 
descriptive  circular  on  Economics  (C.b.4),  Course  Ila. 

SPECIAL  DESCRIPTIVE  CIRCULARS 

12.  Special  descriptive  circulars  containing  outlines  of  courses  in  the 
following  subjects  are  distributed  to  educational  institutions  at  which  col- 
legiate sections  of  Students'  Army  Training  Corps  units  have  been  estab- 
lished : 

Accounting,  Chemistry,  Economics,  English,  French,  Geology  and  Geog- 
raphy, Meteorology,  German,  Government,  History,  Hygiene  and  Sanitation, 
International  Law,  Mathematics,  Physics,  Psychology,  Surveying,  Topog- 
raphy and  Map  Making,  War  Issues. 

13.  Special  bulletins  containing  information  with  reference  to  approved 
programs  of  instruction  in  technical  and  professional  schools  are  distributed 
to  these  institutions. 

MISCELLANEOUS  SUGGESTIONS 

14.  The  following  suggestions  on  miscellaneous  matters  are  submitted 
to  educational  institutions  for  their  guidance  or  consideration : 

(a)  The  eleven  hours  per  week  of  military  instruction  will  ordinarily 
comprise  eight  hours  of  military  drill   (including  physical  exercises),  two 


APPENDIX  I 


hoiiTs  of  theoretical  military  instruction  and  one  hour  of  inspection.  The 
military  program  will  probably  involve  Reveille  at  6.40  A.  M.  and  Taps 
at  10  P.  M. 

(b)  Provision  will  be  made  for  two  hours  devoted  to  supervised  study 
each  evening,  suitable  rooms  and  supervision  to  be  provided  by  the  educa- 
tional institutions. 

(c)  Members  of  the  S.  A.  T.  C.  will  be  marched  to  and  from  their  class- 
rooms and  study  rooms.  The  Commanding  Officer  will  be  directed  to  have 
the  men  reach  their  classrooms  at  the  exact  hour  appointed  for  the  begirming 
of  lectures  or  recitations. 

(d)  Instructors  are  urged  to  require  that  members  of  the  S.  A.  T.  C, 
when  reciting  in  the  classroom,  shall  stand  at  attention  and  shall  speak  with 
clearness  and  decision.  Instructors  should  require  that  enunciation  be  dis- 
tinct and  the  pronunciation  of  words  correct.  The  possession  of  these 
qualities  of  speech  is  regarded  as  of  military  importance. 

(e)  Enquiries  concerning  the  interpretation  of  provisions  in  this  General 
Circular  should  be  made  to  the  District  Educational  Director,  Collegiate 
Section. 

Committee  on  Education  and  Special  Training. 
By  R.  C.  Maclaurin, 
Educational  Director,  Collegiate  Section. 
September  25,  1918. 


Appendix  J 

Washington,  September  10,  1918. 

FROM:  The  Committee   on   Education  and   Special  Training. 

TO:  Institutions  where  Units  of  the  Students'  Army  Training  Corps  are  located. 

SUBJECT:     Course  on  the  Issues  of  the  War. 

NOTE — This  Memorandum  supersedes  the  tentative  instructions  on  this 
subject  dated  August  27,  1918,  and  distributed  at  Fort  Sheridan  and  Platts- 
burg.  The  only  changes  from  the  original  Memorandum  are  contained  in 
paragraphs  2,  6,  8  and  10,  and  these  changes  are  not  such  as  to  disturb 
plans  made  on  the  basis  of  the  original  Memorandum. 

PURPOSE 

1.  The  Committee  on  Education  and  Special  Training  of  the  War 
Department  has  decided  to  include  as  an  integral  part  of  the  work  of  all 
members  of  the  Students'  Army  Traing  Corps  a  course  on  the  remote  and 
immediate  causes  of  the  war  and  on  the  underlying  conflict  of  points  of  view 
as  expressed  in  the  governments,  philosophies  and  literatures  of  the  various 
States  on  both  sides  of  the  struggle.  The  purpose  of  this  course  is  to  enhance 
the  morale  of  the  members  of  the  Corps  by  giving  them  an  understanding  of 
what  the  war  is  about  and  of  the  supreme  importance  to  civilization  of  the 
cause  for  which  we  are  fighting. 

MODIFICATION  OF  EXISTING  COURSES 

2.  In  a  great  many  colleges  and  universities  such  courses  have  already 
been  established  and  these  courses  can  be  continued  with  only  such  changes 
in  content  and  organization  as  are  necessary  to  make  them  conform  to  the 
requirements  of  the  War  Department  and  to  the  necessity  for  uniform  train- 
ing of  officer  material.  The  statement  in  the  regulations  of  the  Students' 
Army  Training  Corps  on  this  subject  is  as  follows: 

"The  program  of  study  in  allied  subjects  must  include  a  course  on  the 
underlying  issues  of  the  war.  This  may  be  planned  as  a  special  War 
Issues  Course  with  a  minimum  of  3  class-room  hours  per  week,  with  cor- 
responding time  for  study,  covering  three  terms;  or  the  requirement  may 
be  met  by  a  course  or  courses  in  history,  government,  economics,  philoso- 
phy or  modem  literature  where  these  courses  are  so  planned  as,  in  the 
opinion  of  the  Educational  Director,  to  accomplish  substantially  the  same 
purpose. 

"The  Regional  Director  may  empower  colleges  to  excuse  from  this 
course:  (i)  Members  of  the  S.  A.  T.  C.  who  have  had  a  similar  course  even 
though  not  identical  in  every  detail,  or  (2)  Members  of  the  S.  A.  T.  C. 
who  have  already  had  at  least  two  years  of  work  of  collegiate  grade  in  an 
approved  institution  and  who  should  be  required  to  concentrate  the  whole 
of  their  time  on  advanced  studies." 

TIME 

3.  The  course  on  the  Issues  of  the  War  should  occupy  three  class-room 
hours  per  week,  with  appropriate  time  for  study,  during  nine  months.     It 

123 


124  APPENDICES 

should  be  divided  into  units  of  three  months  each,  each  self-contained  and 
complete  as  far  as  it  goes,  since  some  of  the  men  may  leave  college  at  the 
end  of  three  months  and  others  at  the  end  of  six.  Suggestions  for  the  mate- 
rial for  each  of  these  three  units  of  the  course  are  contained  in  paragraph  6 
belovi^. 

ORGANIZATION 

4.  The  Committee  recommends  that  the  course  on  the  Issues  of  the  War 
be  planned  by  men  representing  the  points  of  view  of  history,  government, 
economics,  philosophy  and  modern  literature  together,  with  any  other  depart- 
ments which  the  head  of  the  institution  may  wish  to  associate  with  them. 
The  course  may  be  organized  in  any  department  or  by  any  group  of  men 
whom  the  head  of  the  institution  considers  suitable  to  give  it.  It  is  not 
necessary  that  any  particular  departments  be  formally  represented  in  the 
group  of  men  giving  the  course,  but  only  that  these  various  points  of  view 
enter  into  it.  This  is  a  war  of  ideas,  and  the  Committee  desires  that  the 
course  should,  insofar  as  the  limited  time  allows,  give  to  the  members  of  the 
Corps  some  understanding  of  the  view  of  life!  and  of  society  which  they  are 
called  upon  to  defend  and  of  that  view  against  which  we  are  fighting.  The 
policy  of  the  Committee  is  to  give  each  institution  entire  freedom  in  working 
out  the  problem,  reserving  only  the  right  to  approve  or  disapprove  of  the 
solution. 

COMBINATION  WITH  ENGLISH  COMPOSITION 

5.  The  course  on  the  Issues  of  the  War  may  be  combined  with  the  course 
in  English  Composition  in  institutions  where  that  is  considered  feasible.  The 
Committee  recommends  this,  but  does  not  wish  to  make  it  a  requirement. 
In  case  such  combination  is  made,  care  should  be  taken  that  the  various 
points  of  view  mentioned  in  the  foregoing  paragraph  are  represented  in  the 
work,  preferably  by  calling  on  men  from  various  other  departments  to  assist 
in  planning  and  in  giving  the  course.  It  is  obvious  that  written  work  con- 
nected with  the  subject-matter  here  outlined  would  serve  the  double  pur- 
pose of  giving  the  men  training  in  English  Composition  and  of  making  them 
think  out  more  carefully  the  problems  of  the  course  on  the  Issues  of  the 
War.  Suggestions  for  the  type  of  composition  work  which  should  be  given 
in  this  combination  course  will  shortly  be  issued  by  the  Committee. 

CONTENT 

6.  In  order  to  achieve  the  end  which  has  just  been  outlined  the  course 
should  cover  the  events  leading  up  to  the  outbreak  of  the  war  in  August, 
1914,  the  occasion  of  our  entrance  into  it  in  1917,  and  what,  according  to 
President  Wilson's  State  Papers,  are  the  necessary  conditions  for  a  satisfac- 
tory peace ;  the  remoter  causes  as  shown  by  the  development  of  political  and 


APPENDIX  J  125 


economic  rivalry  between  European  States  during  the  19th  century;  and  the 
conflicts  of  points  of  view  as  expressed  in  the  governments,  philosophies  and 
literatures  of  the  various  States  on  both  sides  of  the  struggle. 

For  the  three-part  division  of  the  course  suggested  in  paragraph  3  above 
and  made  necessary  by  the  fact  that  the  soldiers  may  be  called  from  the  col- 
leges into  field  service  at  varying  times,  the  Committee  suggests  that  the 
first  three  months  be  devoted  mainly  to  the  historical  and  economic  causes  of 
the  war;  the  second  three  months  to  the  study  of  the  points  of  view  of  the 
various  nations  engaged,  as  expressed  in  their  governments  and  social  insti- 
tutions; and  the  third  three  months  to  the  study  of  their  points  of  view  as 
expressed  in  their  philosophies  and  literatures.  By  some  consideration,  in 
the  second  unit  of  the  course,  of  the  philosophy  of  government  underlying 
the  institutions  of  each  country,  the  second  term's  work  may  be  effectively 
tied  up  with  the  work  of  the  third  term.  This  arrangement  of  the  material 
is  only  suggestive.  An  alternative  arrangement,  perhaps  harder  to  admin- 
ister but  possessing  many  advantages,  would  be  to  devote  the  first  term  to 
the  Central  Powers,  the  second  term  to  the  Allies,  and  the  third  term  to  the 
United  States,  considering  each  group  of  countries  from  all  the  points  of  view 
mentioned  above.  In  any  arrangement  of  the  course  it  will  probably  be  found 
advisable  to  begin  with  some  general  lectures  on  geography  and  on  the  part 
which  the  various  countries  are  playing  in  the  war  at  the  present  moment. 

The  Committee  will  not  issue  a  hard  and  fast  syllabus  for  the  conduct  of 
the  course  week  by  week,  but  will  leave  it  to  the  various  institutions  to  form 
their  own  plans  and  choose  their  own  texts.  Student  soldiers  will  be 
required  to  buy  textbooks  for  use  in  the  work  in  exactly  the  same  way  as 
civilians.  Each  educational  institution  is  left  to  decide  whether  the  historical, 
literary,  economic  and  philosophical  aspects  of  the  course  shall  be  conducted 
by  different  men  in  rotation,  or  whether  the  same  instructors  shall  teach  all 
parts  of  it.  In  any  case  the  best  men  available  in  these  various  fields  in  each 
institution  should  be  consulted  in  planning  it. 

OPPORTUNITY  FOR  QUESTIONS 

7.  The  course  should  offer  abundant  opportunity  for  questions  and  dis- 
cussion. This  opportunity  may  be  obtained  either  by  conducting  it  in  small 
sections  of  from  25  to  30  men  each,  or  by  large  lectures  with  smaller  sections 
or  individual  conferences  for  fuller  discussion.  The  latter  plan  would  make 
it  possible  for  all  the  soldiers  to  have  the  advantage  of  hearing  the  strongest 
lecturers. 

MATERIALS 

8.  From  its  experience  in  conducting  a  briefer  course  of  this  type  in  about 
150  Training  Detachments  of  the  National  Army  during  the  last  few  months, 


126  APPENDICES 

the  Committee  has  collected  certain  materials  which  will  be  placed  at  the 
disposal  of  professors  and  instructors  who  are  giving  the  course  in  units  of 
the  Students'  Army  Training  Corps.    These  materials  consist  of: 

(1)  A  selection  from  some  thousands  of  questions  on  the  war  asked  by 
soldiers  in  the  Training  Detachments,  representing  the  doubts  and  difficulties 
which  present  themselves  to  the  average  man.  These  questions  will  be 
printed  in  pamphlet  form,  with  reference  to  the  sources  of  information  which 
will  answer  them.  This  pamphlet  will  be  sent  in  a  few  weeks  to  all  instruc- 
tors giving  the  course.  While  it  would  be  futile  for  any  instructor  to  attempt 
to  deal  with  all  of  these  questions  in  his  lectures,  it  is  believed  that  the  study 
of  them  will  give  him  an  idea  of  the  difficulties  in  the  minds  of  the  members 
of  his  class. 

(2)  A  brief  bibliography  of  books  which  have  been  found  useful  in  giving 
"this  work  and  which  should  be  provided  in  every  college  library  will  also  be 
sent  to  each  institution  about  October  1st. 

(3)  A  selection  of  the  most  important  publications  of  the  Committee  on 
Public  Information  will  be  supplied  free  of  charge  to  instructors  in  this  course 
who  send  a  request  to  the  Committee  on  Public  Information  at  10  Jackson 
Place,  Washington,  D.  C.  Duplicate  copies  of  these  publications  will  be  fur- 
nished free  of  charge  by  the  Committee  on  Public  Information  to  institutions 
for  the  use  of  soldiers  in  the  Students'  Army  Training  Corps  up  to  the  limit 
of  the  editions  available.  Institutions  are  urged  not  to  order  a  larger  number 
of  these  pamphlets  for  their  libraries  than  will  actually  be  used.  The  new 
War  Cyclopedia  will  probably  be  found  especially  valuable  in  this  course. 

(4)  Copies  of  the  Strategic  Map  of  Central  Europe,  60  by  72  inches  in 
size,  prepared  by  the  War  College  Division  of  the  General  Staff,  may  be  pro- 
cured by  educational  institutions  from  the  Superintendent  of  Documents, 
Government  Printing  Office,  Washington,  D.  C,  at  30  cents  each. 

(5)  A  brief  list  of  suggestions  for  instructors  based  on  the  experience  of 
the  Committee  in  conducting  a  course  of  this  type  in  our  Vocational  Train- 
ing Detachments  will  be  sent  direct  from  this  Committee.  Additional  sug- 
gestions and  materials  will  be  issued  to  the  institutions  from  time  to  time. 

ATTITUDE 

9.  The  aim  of  the  course  should  be  to  present  facts  rather  than  propa- 
ganda; the  method  should  be  that  of  the  teacher  rather  than  of  the  orator. 
The  men  who  are  giving  the  course  should  be  not  merely  good  lecturers,  not 
merely  men  who  have  made  a  special  study  of  the  issues  of  the  war,  but  also 
men  who  are  patient  and  successful  in  getting  their  classes  to  ask  questions. 
The  success  of  the  work  will  depend  mainly  not  on  eloquence  of  presenta- 
tion, or  on  the  completeness  of  the  body  of  facts,  but  rather  upon  making 
these  facts  answer  convincingly  the  questions  in  the  minds  of  the  soldiers, 


APPENDIX  J  127 


even  though  these  questions  may  seem  in  some  cases  trivial  or  irrelevant. 
The  ideal  of  the  work  should  be  to  make  the  issues  of  the  war  a  living  reality 
to  each  man.  Its  purpose  should  be  to  develop  the  minds  of  the  men  as  well 
as  to  enhance  their  morale. 

NOMINATION  OF  INSTRUCTORS 

10.  Immediately  upon  receipt  of  this  letter  institutions  are  asked  to  report 
to  Frank  Aydelotte,  Director  of  War  Aims  Course,  146  Old  Land  Office 
Building,  Washington,  D.  C,  and  also  to  their  Regional  Director  of  the  Stu- 
dents' Army  Training  Corps,  the  name  of  the  professor  who  will  have  charge 
of  the  course,  or  who  will  act  as  chairman  of  the  group  of  men  designated  to 
conduct  it,  and  to  whom  further  suggestions  may  be  sent.  The  professor  so 
nominated  is  asked  to  send  to  the  Regional  Director  at  his  earliest  conven- 
ience a  brief  statement  of  the  character  and  organization  of  the  course  which 
he  is  planning.  In  case  institutions  plan  to  set  up  some  alternative  to  the 
course  here  outlined,  it  is  especially  important  that  the  Regional  Director 
have  notice  of  this  as  early  as  possible  in  order  that  he  may  inspect  it  and 
determine  whether  or  not  it  should  be  approved  by  the  Committee  as  a  sub- 
stitute for  this  course. 

By  order  of  the  Committee, 

GRENVILLE  CLARK, 

Lt.-Col.  A.  G.  O.,  Secretary. 


128  APPENDICES 

Washington,  Sept.  18,  1918 

FROM:  The  Committee  on  Education  and  Special  Training. 

TO:  Professors  in  charge  of  course  on  the  Issues  of  the  War. 

SUBJECT:     Suggestions   for  the  Organization  of  the  Course. 

note; — This  Memorandum  supplements,  but  does  not  supersede  Memo- 
randum of  September  loth. 

The  Committee  on  Education  and  Special  Training  will  leave  the  colleges 
and  universities  free  to  organize  the  required  course  on  the  Issues  of  the  War 
in  such  a  way  as  to  make  the  best  use  of  their  own  facilities.  The  sugges-. 
tions  contained  in  this  memorandum  are  made  merely  as  suggestions.  Dis- 
trict Educational  Directors  (formerly  called  Regional  Directors)  will  approve 
courses  which  cover  effectively  the  ground  outlined  in  the  circular  letter  of 
September  10th  (C.  e.  12),  whether  or  not  such  courses  follow  exactly  the 
outlines  here  laid  down.  Detailed  communications  concerning  the  course 
should  be  addressed  to  the  District  Educational  Directors. 

DISTRIBUTION  OF  TIME 

1.  Where  the  course  on  the  Issues  of  the  War  is  conducted  with  both 
lectures  and  sections  for  class  discussion,  the  normal  distribution  of  time 
would  be  one  lecture  and  two  hours  each  week  for  discussion  in  small  sec- 
tions. In  certain  cases  two  lectures  a  week  may  be  given,  but  at  least  one 
recitation  hour  per  week  is  essential  and  two  such  hours  are  advisable.  The 
entire  course  may  be  given  in  small  sections  in  a  perfectly  satisfactory 
manner. 

MODIFICATION  FOR  ENGINEERING  SCHOOLS 

2.  The  Committee  has  decided,  since  the  Memorandum  of  September 
10th  was  issued,  to  require  that  schools  of  engineering  and  chemistry  shall 
give  the  course  on  the  Issues  of  the  War  three  class  hours  per  week  for  only 
six  months  instead  of  nine.  Such  institutions  may  confine  themselves  to  the 
material  for  the  first  and  second  terms  as  outlined,  but  it  would  add  to  the 
value  of  the  course  to  introduce,  wherever  possible,  references  to  the  political 
philosophy  underlying  the  various  governments  and  to  the  expression  of 
national  characteristics  in  literature.  With  this  modification  the  regulations 
quoted  in  the  Memorandum  of  September  10th  will  hold  for  engineering 
schools  and  all  other  institutions  alike.     (See  also  section  6  below.) 

SYLLABI 

3.  It  is  the  policy  of  the  Conmiittee  not  to  issue  a  hard  and  fast  syllabus 
for  this  course.  However,  the  Committee  is  sending  to  the  professor  in 
charge  of  the  course  in  each  institution  a  copy  of  Albert  E.  McKinley's 


APPENDIX  J  129 


"Collected  Materials  for  the  Study  of  the  War,"  Philadelphia,  McKinley  Pub- 
lishing Company,  1918,  which  contains  Harding's  "Study  of  the  Great  War," 
and  Hoskin's  "Syllabus  for  a  Course  of  Study  on  the  Preliminaries  of  the 
Present  Conflict."  Institutions  wishing  duplicate  copies  of  this  volume  must 
order  them  from  the  publisher  at  their  own  expense. 

If  Hoskin's  "Preliminaries  of  the  Present  Conflict"  is  made  the  basis  of 
the  course,  institutions  will  recognize  that  much  must  be  omitted,  especially 
at  the  beginning.  Only  so  much  of  the  early  history  should  be  included  as  is 
essential  to  the  understanding  of  the  latter.  In  whatever  form  the  course  is 
organized,  the  following  topics  should  be  discussed  in  the  part  devoted  to 
history : 

(1)  The  Geography  and  Races  of  Europe  with  some  particular  considera- 
tion of  the  failure  of  national  boundaries,  as  drav/n  before  1914,  to  correspond 
with  national  feeling  (as  in  France,  Italy,  Poland,  Austria-Hungary,  and  the 
Balkans). 

(2)  The  mineral  and  agricultural  resources  of  the  various  countries. 

(3)  Their  systems  of  transportation. 

(4)  Their  trade  relations  with  other  parts  of  the  world. 

(5)  The  struggle  for  colonial  expansion. 

(6)  The  origin  of  the  Prussian  State  and  the  German  Empire. 

(7)  The  development  of  popular  government  in  Great  Britain  and  the 
evolution  of  the  British  Empire. 

(8)  Recent  events  such  as  the  reform  in  the  House  of  Lords,  Irish  Home 
Rule,  Prussian  Electorial  Reform,  and  the  status  of  Alsace-Lorraine  in  the 
German  Empire. 

In  general,  the  emphasis  should  be  placed  in  the  historical  part  on  the 
events  of  the  latter  part  of  the  19th  century  and  the  opening  of  the  20th.  A 
few  preliminary  lectm-es  on  the  part  which  each  nation  has  played  and  is 
playing  in  the  war  at  present  will  add  to  the  interest  and  value  of  the  course. 

Further  suggestions  for  the  organization  of  the  material  for  the  second 
and  third  terms  will  be  sent  out  later  by  the  Committee. 

TEXT  BOOKS  AND  OTHER  MATERIALS 

4.  To  give  the  work  continuity  the  systematic  study  of  a  text  book  for 
each  term  is  recommended.  Institutions  will  find  it  difficult  to  make  library 
work  fit  into  the  military  program.  Particular  text  books  will  not  be  pre- 
scribed by  the  Committee,  but  the  normal  course  will  use  a  standard  book  on 
recent  European  History  for  the  first  term  and  a  standard  text  book  on  Gov- 
ernment for  the  second  term.  In  engineering  schools  which  are  giving  the 
course  for  only  six  months,  it  may  be  possible  to  find  a  single  text  book  which 
will  combine  the  two  elements  of  History  and  Government  in  a  satisfactory 


130  APPENDICES 


manner.  To  this  may  be  added  such  requirements  of  outline  maps,  and  so 
on,  as  individual  institutions  see  fit  to  make.  Student-soldiers  will  be 
required  to  buy  their  text  books,  outline  maps  and  other  course  materials  in 
exactly  the  same  manner  as  civilians. 

It  is  the  plan  of  the  committee,  during  the  next  few  months,  to  organize 
a  collection  of  literary  and  philosophical  materials  for  use  in  the  course  dur- 
ing the  third  term.  It  is  hoped  that  this  collection  will  be  edited  by  private 
individuals  and  published  by  a  commercial  publisher.  The  policy  of  the  Com- 
mittee in  this  respect  is  to  encourage  any  private  efforts  to  provide  text 
material  for  this  course,  and  to  allow  books  so  published  to  be  chosen  by  the 
various  institutions,  without  specifying  any  standard  official  book  to  be 
used  in  all  cases. 

The  use  of  outline  maps  will  be  valuable  in  connection  with  the  study 
of  the  distribution  of  races,  mineral  deposits,  systems  of  transportation,  and 
so  on.  It  should  not  be  forgotten  that  geographical  knowledge  and  ability 
to  use  maps  will  prove  especially  valuable  to  Army  Officers. 

CLASS  DISCUSSION 

5.  In  general,  two  recitations  a  week  should  be  devoted  to  the  discussion 
of  the  material  presented  in  the  lectures  and  the  text  book.  In  these  discus- 
sions there  should  be  the  fullest  opportimity  for  questions  from  the  student. 
Instructors  should  remember  that  the  aim  of  the  course  is  not  merely  to  im- 
part knowledge,  but  also  to  bring  this  knowledge  home  to  the  mind  of  each 
individual  in  such  a  way  as  to  make  the  Issues  of  the  War  a  living  reality  to 
him. 

COMBINATION  WITH  ENGLISH  COMPOSITION 

6.  Many  institutions  will  desire  to  combine  the  course  on  the  Issue  of  the 
War  with  English  Composition  and  in  engineering  schools  this  combination 
is  required.  In  engineering  schools  the  combined  War  Issues  Course  and 
English  Composition  must  be  kept  within  the  three  hours  per  week  prescribed 
as  a  minimum.  In  other  institutions  the  combined  course  may  be  kept  within 
these  limits  or  may  occupy  four  or  five  hours  a  week  as  desired. 

When  the  War  Issues  Course  is  combined  with  English  Composition  a 
text  book  on  the  fundamentals  of  English  Composition  and  a  dictionary  may 
be  prescribed  in  addition  to  the  other  books  used  in  the  course.  When  this 
combination  is  made  there  should  not  be  more  than  one  lecture  per  week,  with 
one  hour  for  class  discussion,  and  one  for  the  discussion  of  written  work  on 
the  subject  of  the  course,  considered  both  for  its  form  and  its  content.  Pro- 
fessors in  engineering  schools  should  organize  the  material  of  the  course 
according  to  the  suggestions  contained  in  this  Memorandum  and  the  one  of 
September  10th,  adapting  the  material  to  fit  into  the  limits  of  the  time  pre- 


APPENDIX  J  131 


scribed.     They  will  recognize  that  the  combined  course  will  allow  little  time 
for  formal  instruction  in  Rhetoric. 

The  discussion  of  written  work  from  the  point  of  view  of  its  subject- 
matter  as  well  as  from  that  of  its  form  will  make  this  hour  devoted  to  Com- 
position work  reinforce  and  drive  home  the  points  which  are  made  in  the 
course.  The  subject-matter  of  the  course  offers  ample  material  for  general 
discussions  and  for  active  differences  of  opinion.  When  a  discussion  has 
proved  to  be  of  vital  interest  it  is  an  easy  matter  to  get  students  to  write  on 
the  topic  discussed.  They  then  have  something  to  say,  and  are  concerned  that 
what  they  write  shall  be  written  effectively. 

On  some  occasions  it  may  be  worth  while  to  organize  the  discussion  form- 
ally by  requiring  a  "committee  report,"  prepared  by  two  or  three  students,  to 
be  presented  to  the  class  meeting  as  a  deliberative  body  with  a  student  chair- 
man and  a  student  secretary.  The  treaty  of  Frankfort,  for  example,  would 
serve  well  as  a  subject  for  such  a  report,  and  with  the  facts  before  them,  the 
class  would  debate  the  kind  of  treaty  which  should  be  made  at  the  end  of  the 
present  war.     Other  topics  suitable  for  such  treatment  will  readily  be  found. 

In  recitations  it  must  not  be  forgotten  that  the  student,  as  possible  officer 
material,  needs  to  learn  to  speak  on  his  feet,  not  only  without  hesitation,  but 
with  clearness  and  vigor.  He  must  enunciate  distinctly  and  pronounce  his 
words  correctly.  These  things  must  be  insisted  upon,  whether  he  is  answer- 
ing a  question  put  by  the  instructor,  participating  in  a  class  discussion,  or 
making  an  oral  report  or  a  short  address.  To  accomplish  this  end  for  all  stu- 
dents, small  sections,  20  to  30  in  number,  are  desirable. 

When  the  War  Issues  Course  is  combined  with  English  Composition  the 
students  should  be  required  to  hand  in  a  written  exercise  at  least  once  a  week. 
The  main  forms  in  which  he  should  be  trained  are  correspondence  and  reports. 
It  is  best  that  the  practice  he  receives  in  reports  should  be  based  on  his  read- 
ing and  on  the  discussions.  This  will  help  him  in  class  and  prepare  himf 
directly  for  the  reports  which  he  will  have  to  write  as  an  officer.  Correction 
of  the  common  faults  in  paragraphing,  sentence  structure,  and  the  use  of 
words,  comments  upon  the  logical  arrangement  of  material  and  upon  the 
clearness  and  accuracy  of  expression,  should  be  made  effectively,  without 
being  allowed  to  occupy  too  large  a  proportion  of  the  time. 

EXAMINATIONS 

7.  Institutions  should  conduct  examinations  in  the  course  on  the  Issues 
of  the  War  exactly  as  in  their  other  courses.  In  general,  it  may  be  said  that 
this  course  should  be  given  with  the  same  care  and  thoroughness  as  any 
other  work  of  collegiate  grade. 


132  APPENDICES 


RELATIONS  TO  WAR  AIMS  COURSE  IN  TRAINING  DETACHMENTS 

8.  The  course  on  the  Issues  of  the  War  outlined  for  the  collegiate  section 
of  the  Students'  Army  Training  Corps  is  quite  distinct  from  the  briefer 
course  which  has  been  given  during  the  summer  and  will  continue  through 
the  winter  in  the  National  Army  Training  Detachments.  These  Training 
Detachments  will,  hereafter,  be  alluded  to  as  the  vocational  or  "B"  Section 
of  the  Students'  Army  Training  Corps.  While  the  same  instructors  may  per- 
fectly well  give  courses  to  both  the  vocational  and  the  collegiate  sections  of 
the  S.  A.  T.  C,  it  will  not  be  possible  to  give  the  same  course  to  the  two  sec- 
tions bcause  of  the  widely  varying  conditions  of  time  and  the  difference  in  the 
character  and  preparation  of  the  two  groups  of  men. 

ARMY  PAPER  WORK 

9.  Arrangements  will  be  made  by  the  committee  to  give  the  student- 
soldiers  a  certain  amount  of  drill  in  Army  Paper  Work.  This  is  quite  distinct 
from  English  Composition  here  outlined  and  has  no  connection  with  the 
War  Issues  Course.  The  provision  for  this  work  will  be  found  in  Memoran- 
dum C.  a.  4,  dated  September  13,  section  11-A,  under  the  heading  "Military 
Law  and  Practice."  It  will  consist  in  practice  in  filling  out  Army  Forms, 
making  requisitions,  and  so  on.  The  Army  Paper  Work  will  probably  be 
taught  by  an  Army  Officer  as  a  laboratory  course  at  a  time  set  apart  for  that 
purpose. 

Committee  on  Education  and  Special  Training, 
By  Frank  Aydelotte, 

Director  of  War  Aims  Course. 


Appendix  K 

Form  Aa 
Washington,  Sept.  19,  1918 

MEMORANDUM    For    Commanding    Officers,    Students'    Army    Training 
Corps,  and  Presidents  of  Students'  Army  Training  Corps  Institutions. 

SUBJECT:     Policy  as  to  Teachers  Registered  under  Selective  Service  Act. 

1.  Men  heretofore  or  hereafter  classified  in  Class  I  Group  A  and  called  to 
military  service  will  not  be  granted  furloughs. 

2.  Teachers  who  are  essential  are  eligible  to  claim  deferred  classification 
under  Section  80,  Selective  Service  Regulations,  and  they  are  encouraged  to 
do  so.  Such  deferred  classification  should  be  claimed  for  them  by  the  edu- 
cational institutions  by  which  they  are  employed,  in  accordance  with  the 
paragraphs  from  Section  80,  Selective  Service  Regulations  and  the  circular 
letter  from  The  Provost  Marshal  General  herein  enclosed. 

3.  Teachers  who  are  denied  deferred  classification  by  the  district  board 
and  who  are  liable  to  call  to  military  service  will  be  encouraged  to  request 
voluntary  induction  in  the  unit  of  the  S.  A.  T.  C.  stationed  at  the  institution 
where  such  instructors  are  employed. 

4.  In  very  exceptional  cases  and  upon  the  recommendation  of  the  Edu- 
cational Department  of  the  Committee  teachers  who  have  already  been 
drafted  and  are  now  at  mobilization  camps  will  be  transferred  back  as  soldiers 
on  active  duty  to  the  unit  of  the  S.  A.  T.  C.  where  needed;  provided  such 
instructors  do  not  object  to  return  as  soldier-instructors,  have  not  been  per- 
manently assigned  in  a  capacity  wherein  their  services  will  be  of  great  value 
to  the  Army,  and  have  not  already  been  designated  to  attend  Officers'  Train- 
ing Schools. 

5.  Since  the  colleges  are  under  contract  with  the  War  Department  to 
train  enlisted  men  in  the  U.  S.  Army,  essential  teachers  are  obviously 
engaged  in  occupations  that  are  strictly  "necessary  to  the  maintenance  of 
the  Military  Establishment."  It  is,  therefore,  expected  that  the  really 
essential  professors  and  teachers  will  be  granted  deferred  classification  under 
the  new  law  on  this  account.  Heads  of  institutions  should  see  to  it  that 
district  boards  and  their  industrial  advisers  are  fully  informed  of  all  the  facts 
in  every  case. 


By  direction  of  the  Committee. 


R.  I.  REES,  Chairman. 
Colonel,  General  Staff  Corps. 


133 


134  APPENDICES 


EXTRACTS  FROM  REVISED  SELECTIVE  SERVICE 
REGULATIONS 

Bearing  on  Essential  Teachers. 
The   Selective   Service   Regulations   as  revised  to  meet  the   new  man- 
power bill  contain  the  following  paragraphs  (Section  80) : 

"In  order  to  provide  for  the  necessary  adjustments  between  the  necessities 
of  the  Military  Establishment  and  the  requirements  of  the  industries,  occu- 
pations, and  employments,  including  agriculture,  found  to  be  necessary  to 
the  maintenance  of  the  Military  Establishment,  the  effective  operation  of 
the  military  forces  and  the  maintenance  of  the  national  interest  during  the 
emergency,  there  shall  be  appointed  by  each  District  Board  three  persons 
to  be  known  as  industrial  advisers  to  the  District  Board." 

"The  necessity  of  not  seriously  interfering  with  certain  occupations  and 
employments,  such  as  financial,  commercial,  educational,  hospital  work,  care 
of  the  public  health,  or  with  the  conduct  of  certain  other  activities  necessary 
to  the  public  welfare  and  the  prosecution  of  the  war,  requires  that  the  Dis- 
trict Board  have  the  co-operation  of  such  advisers  so  that  persons  necessary 
in  such  activities  be  not  removed  therefrom.  To  this  end  the  adviser  nomi- 
nated by  the  District  Board  should  bring  to  the  attention  of  the  District 
Board  the  questions  as  to  whether  or  not  individuals  engaged  in  some  par- 
ticular industry,  occupation,  or  employment  are  so  necessary  thereto  as  to 
outweigh  the  benefit  to  the  Nation  should  they  be  drafted  into  the  Army." 

"It  shall  be  the  duty  of  such  advisers  to  confer  with  the  managers  and 
heads  of  various  industries,  and  those  familiar  with  the  needs  in  occupations 
and  employments,  including  agriculture,  and  instruct  such  persons  as  to 
their  right  under  the  Regulations  to  file  a  claim  for  deferred  classification  in 
respect  of  any  registrant  who  has  failed  or  refused  to  file  a  claim  for  deferred 
classification  in  his  own  behalf  or  who  has  waived  his  claim  for  deferred 
classification." 

MESSAGE  OF  GENERAL  MARCH,  CHIEF  OF  STAFF 

To  be  Read  at  First  Assembly  of  the 

Students'  Army  Training  Corps,  Oct.  1,  1918 

The  Students'  Army  Training  Corps  has  been  organized  to  assist  in 
training  a  body  of  men  from  whom  the  United  States  will  draw  officer 
material  in  large  numbers.  The  need  for  these  officers  is  one  of  the  most 
imperative  connected  with  our  large  Army  program,  and  patriotic  young 
men  will  be  given  an  opportunity  to  acquire  this  training  with  the  knowledge 
that  they  will  thus  be  enabled  to  better  serve  their  country  in  the  great  drive 
which  is  to  come.  Superior  leadership  spells  success  in  war,  and  it  is  the 
duty  of  every  member  of  the  Student  Officers'  Training  Corps  to  do  his 
utmost  to  qualify  as  a  leader  of  men. 

PEYTON  C.  MARCH, 
General,  Chief  of  Staff,  United  States  Army. 


Appendix  L 

Washington,  Sept.  26,  1918 

FROM:  Committee  on  Education  and  Special  Training. 

TO:  The   Commanding   Officers,   Students'   Army   Training   Corps. 

SUBJECT:     Observance  of  October  1,   1918. 

1.  Supplementing  letter  of  September  20,  1918,  there  is  inclosed  herewith 
a  message  from  the  President  of  the  United  States.  This  will  be  read  to  the 
men  of  your  command  as  provided  for  in  paragraph  4  of  the  above-mentioned 
letter,  prior  to  the  messages  from  the  Acting  Secretary  of  War  and  the  Chief 
of  Staff  already  transmitted  to  you. 

2.  In  order  to  make  certain  that  all  commanding  officers  shall  receive 
the  letter  of  September  20  and  the  messages  of  the  Acting  Secretary  of  War 
and  the  Chief  of  Staff,  copies  of  these  papers  are  herewith  inclosed  in  addi- 
tion to  the  message  from  the  President. 

By  direction  of  the  Committee: 

R.  I.  REES,  Chairman. 
Colonel,  General  Staff  Corps. 

MESSAGE  OF  THE  PRESIDENT  OF  THE  UNITED  STATES 

To  be  read  at  Assembly  of  the 
Students'  Army  Training  Corps,  Oct.  1,  1918 

The  step  you  have  taken  is  a  most  significant  one.  By  it  you  have  ceased 
to  be  merely  individuals,  each  seeking  to  perfect  himself  to  win  his  own 
place  in  the  world  and  have  become  comrades  in  the  common  cause  of  making 
the  world  a  better  place  to  live  in.  You  have  joined  yourselves  with  the 
entire  manhood  of  the  country  and  pledged,  as  did  your  forefathers,  "your 
lives,  your  fortunes  and  your  sacred  honor"  to  the  freedom  of  hum.anity. 

The  enterprise  upon  which  you  have  embarked  is  a  hazardous  and  difficult 
one.  This  is  not  a  war  of  words;  this  is  not  a  scholastic  struggle.  It  is  a 
war  of  ideals,  yet  fought  with  all  the  devices  of  science  and  with  the  power 
of  machines.  To  succeed  you  must  not  only  be  inspired  by  the  ideals  for 
which  this  country  stands,  but  you  must  also  be  masters  of  the  technique 
with  which  the  battle  is  fought.  You  must  not  only  be  thrilled  with  zeal  for 
the  common  welfare,  but  you  must  also  be  masters  of  the  weapons  of  today. 

There  can  be  no  doubt  of  the  issue.  The  spirit  that  is  revealed  and  the 
manner  in  which  America  has  responded  to  the  call  is  indomitable.  I  have 
no  doubt  that  you  too  will  use  your  utmost  strength  to  maintain  that  spirit 
and  to  carry  it  forward  to  the  final  victory  that  will  certainly  be  ours. 

WOODROW  WILSON. 

135 


136  APPENDICES 


Washington,  Sept.  23,  1918. 

FROM:  Committee  on  Education  and  Special  Training. 

TO:  The  Commanding  Officers,   Students'   Army   Training  Corps. 

SUBJECT:     Observance  of  October  1,  1918. 

1.    Supplementing  letter  of  September  20th,  1918,  you  will  find  enclosed 

messages  from  the  Acting  Secretary  of  War  and  the  Chief  of  Staff.     These 

will  be  read  to  the  men  of  your  command  as  provided  for  in  paragraph  4  of 

the  above-mentioned  letter.     Other  such  messages  may  be  transmitted  later. 

By  direction  of  the  Committee. 

R.  I.  REES,  Chairman. 
Colonel,  General  Staff  Corps. 

Aa  3 

MESSAGE  OF  HON.  BENEDICT  CROWELL 

Acting  Secretary  of  War 

To  be  read  at  First  Assembly  of  the 

Students'  Army  Training  Corps,  Oct.  1,  1918 

As  college  students  you.  are  accustomed  to  contests  of  physical  force. 
You  are  familiar  with  the  tedious  training  and  self-sacrificing  discipline  that 
are  required  to  develop  a  team  that  can  win  the  game.  You  know  that  the 
contest  is  won  by  team  work,  push,  enthusiastic  co-operation  with  one 
another  and  co-ordination  of  every  individual  talent  to  the  single  purpose 
of  common  success. 

In  the  military  struggle  in  which  you  are  about  to  enter,  the  same  con- 
ditions prevail.  In  order  to  succeed  many  weeks  of  thorough  going  training 
and  drill  are  essential  to  develop  the  co-ordination  of  skill  and  imagination 
that  is  essential  to  achieving  the  vast  and  vital  end  to  which  the  country  has 
pledged  its  every  effort.  The  fighting  machine  will  come  into  effective 
working  order  more  rapidly  in  proportion  as  each  individual  in  it  devotes 
his  full  attention  to  the  particular  service  for  which  he  is  best  qualified.  In 
entering  upon  this  training  as  student  soldiers  you  have  the  opportunity  of 
developing  your  abilities  to  the  point  where  they  will  be  most  effective  in 
the  common  struggle.  I  am  sure  that  you  will  do  this  in  the  same  spirit  and 
with  the  same  enthusiasm  that  you  have  always  exhibited  in  the  lesser 
struggles  to  which  you  have  been  accustomed  to  devote  your  energies.  I 
am  sure  that  you  will  rise  to  this  opportunity  and  show  that  America,  the 
home  of  the  pioneer,  the  inventor  and  the  master  of  machines,  is  ready  and 
able  to  turn  its  every  energy  to  the  construction  of  an  all-powerful  military 
machine,  which  will  prove  as  effective  in  liberating  men  as  have  the  reaper, 
the  aeroplane  and  the  telephone. 


APPENDIX  L  137 


Washington,  Sept.  20,  1918. 

FROM:  The  Committee  on  Education  and  Special  Training. 

TO:  The  Commanding  Officers,  Students'  Army  Training  Corps. 

SUBJECT:     Observance  of  October  1,  1918. 

1.  This  day  has  a  peculiar  significance  for  more  than  five  hundred  col- 
leges and  universities  throughout  the  United  States.  It  will  witness  the 
organization  of  a  unique  and  powerful  force  of  fighting  men — the  Students' 
Army  Training  Corps.  The  patriotism  of  American  educational  institutions 
is  demonstrated  to  the  world  by  the  generous  and  splendid  way  in  which  they 
have  rallied  to  the  support  of  this  far-reaching  plan  to  supply  the  American 
armies  with  officer  material  and  trained  specialists  of  all  descriptions. 

2.  It  is  most  fitting  that  this  day,  which  will  be  remembered  in  American 
history,  should  be  observed  in  a  manner  appropriate  to  its  significance  and 
to  the  high  aims  and  ideals  of  the  Students'  Army  Training  Corps.  You 
are,  therefore,  directed  to  confer  with  the  president  of  the  institution  where 
you  are  assigned,  and  with  his  co-operation  and  that  of  your  officers  you 
will  arrange  a  program  for  the  proper  observance  of  this  day  when  over  one 
hundred  and  fifty  thousand  college  students  volunteer  for  service  in  the  Army 
of  the  United  States,  pledging  their  manhood  and  their  lives  to  the  honor 
and  defense  of  their  country. 

3.  The  Students'  Army  Training  Corps,  both  Vocational  and  Collegiate 
Sections,  will  be  assembled  simultaneously  throughout  the  nation  on 
October  1st,  1918  at  12  noon.  Eastern  Time;  11  A.  M.  Central  Time;  10  A. 
M.  Mountain  Time,  and  9  A.  M.  Pacific  Time.  All  units  of  the  Corps  will 
be  assembled  promptly  at  the  hour  directed  for  the  time  zone  in  which  each 
unit  is  located,  as  it  is  desired  that  the  assemblies  be  simultaneous.  It  is 
appreciated  that  many  of  the  men  will  not  be  then  formally  inducted  and 
only  a  small  proportion  uniformed.  This  will  not  affect  the  program,  the 
intention  being  to  assemble  those  who  have  indicated  their  intention  to 
enter  the  corps,  whether  or  not  yet  inducted. 

4.  No  detailed  program  for  the  appropriate  observance  of  the  day  will 
be  directed,  but  it  is  desired  that  the  following  general  plan  be  compUed  with : 

Assemble  the  command  on  the  campus,  where  the  American  Flag 
will  be  raised.  If  no  band  be  available  to  play  "The  Star  Spangled 
Banner"  while  the  flag  is  being  raised,  provide  a  bugler  to  sound  "To 
the  Colors." 

Read  the  oath  of  allegiance  to  the  flag,  to  be  repeated  in  unison  by 
the  entire  command  after  the  officer.  The  oath  is  as  follows :  "I  pledge 
allegiance  to  my  flag  and  the  Republic  for  which  it  stands;  one  nation, 
indivisible  with  Liberty  and  Justice  for  all."  The  Commanding  Officer 
or  the  Adjutant  will  read  the  Order  of  the  Day,  attached  hereto  and  any 
message  which  may  be  transmitted  by  the  Secretary  of  War  or  other 
Federal  official. 


138  APPENDICES 


Brief  addresses  may  be  made  by  the  president  of  the  institution  and 
by  other  prominent  men. 

The  command  will  pass  in  review  if  a  parade  ground  be  available  and 
the  men  have  been  sufficiently  drilled. 

During  the  oath  of  allegiance  to  the  flag,  the  reading  of  the  Order  of 
the  Day  and  any  messages  from  members  of  the  Federal  Administration 
the  Command  will  stand  at  attention.  During  the  remainder  of  the 
program  they  will  stand  at  ease. 

The  Commanding  Officer  may  direct  such  other  observances  as  are 
in  keeping  with  the  spirit  of  the  day. 

5.  Newspapers  in  your  community  may  be  supplied  with  information 
regarding  the  proposed  exercises  and  moving  pictures  and  photographs  will 
be  permitted.  It  is  also  desired  that  newspaper  clippings  giving  accounts 
of  the  observance  of  the  day  at  your  institution  and  pictures  be  transmitted 
to  the  Committee,  addressed  to  the  Executive  Secretary,  Room  595,  State 
War  and  Navy  Building,  Washington,  D.  C. 

6.  As  of  October  1st,  1918,  the  United  States  Army  Training  Detach- 
ments established  at  educational  institutions  by  the  Committee  on  Educa- 
tion and  Special  Training  are  merged  with  the  Students'  Army  Training 
Corps  as  Section  B  thereof. 

By  direction  of  the  committee.  R.  I.  REES,  Chairman. 

Colonel,  General  Staff  Corps. 

WAR  DEPARTMENT 

Washington,  D.  C,  October  1,  1918. 
GENERAL  ORDERS  OF  THE  DAY 

1.  This  day  has  a  peculiar  significance  for  more  than  five  himdred  col- 
leges and  universities  throughout  the  United  States.  It  is  witnessing  the 
organization  of  a  new  and  powerful  instrument  for  the  winning  of  the  war — 
the  Students'  Army  Training  Corps.  The  patriotism  of  American  educa- 
tional institutions  is  demonstrated  to  the  world  by  the  effective  and  convinc- 
ing manner  in  which  they  are  supporting  this  far-reaching  plan  to  hasten  the 
mobilization  and  training  of  the  armies  of  the  United  States. 

2.  It  is  most  fitting  that  this  day,  which  will  be  remembered  in  American 
history,  should  be  observed  in  a  manner  appropriate  to  its  significance,  and  to 
the  important  aims  and  purposes  of  the  Students'  Army  Training  Corps.  Each 
commanding  officer  of  a  unit  of  the  Students'  Army  Training  Corps,  will, 
therefore,  with  the  co-operation  of  the  president  and  faculty  of  the  institution 
where  his  command  is  stationed,  arrange  a  program  for  the  proper  observance 
of  this  day,  when  more  than  one  hundred  and  fifty  thousand  American  Col- 
lege students  offer  themselves  for  induction  in  the  Students'  Army  Training 
Corps,  pledging  themselves  to  the  honor  and  defense  of  their  country. 

3.  This  Corps  is  organized  by  direction  of  the  President  of  the  United 
States  under  authority  of  the  following  general  orders : 


APPENDIX  L  139 


War  Department, 

Washington,  August  24,  1918. 
General  Orders, 
No.  79. 

Under  the  authority  conferred  by  Sections  1,  2,  8  and  9  of  the  Act  of  Con- 
gress "authorizing  the  President  to  increase  temporarily  the  military  estab- 
lishing of  the  United  States"  approved  May  18,  1917,  the  President  directs 
that  for  the  period  of  the  existing  emergency  there  shall  be  raised  and  main- 
tained by  voluntary  induction  and  draft,  a  Students'  Army  Training  Corps. 
Units  of  this  corps  will  be  authorized  by  the  Secretary  of  War  at  educational 
institutions  that  meet  the  requirements  laid  down  in  Special  Regulations. 
MS  235c 

4.  The  United  States  Army  Training  Detachments  established  at  educa- 
tional institutions  by  the  Committee  on  Education  and  Special  Training  are 
this  day  merged  with  the  Students'  Army  Training  Corps.  For  purposes  of 
administration  only,  the  Corps  has  been  divided  into  the  Collegiate  Section 
and  the  Vocational  Section.  There  is  no  distinction  between  soldiers  of 
these  sections.  All  are  soldiers,  and  their  identity  is  merged  in  the  United 
States  Army.  All  have  equal  opportunities  to  win  promotion,  each  soldier's 
progress  depending  entirely  upon  his  own  individual  industry  and  ability. 

5.  Orders  have  been  issued  whereby  assemblies  of  all  units  of  the  Corps 
are  being  held  simultaneously  at  more  than  five  hundred  colleges  and 
universities.  At  this  moment,  over  one  hundred  and  fifty  thousand  of  your 
comrades  throughout  the  nation  are  standing  at  attention  in  recognition  of 
their  new  duties  as  soldiers  of  the  United  States. 

6.  Soldiers  of  the  Students'  Army  Training  Corps:  All  of  the  forces  of 
the  nation  are  now  being  concentrated  on  the  winning  of  the  war.  In  this 
great  task  you  are  now  called  to  take  your  proper  place.  The  part  which 
you  will  play,  as  members  of  this  Corps,  will  contribute  definitely  and  in  a 
vital  manner  to  the  triumph  of  our  cause.  Your  opportunities  are  ex- 
ceptional and  your  responsibilities  correspondingly  great.  Honor  and  the 
privilege  of  National  service  lie  before  you.  Grasp  your  opportunity.  Strive 
for  the  common  goal.     Win  the  war. 

By  direction  of  the  Committee  on  Education  and  Special  Training. 

R.  I.  REES,  Chairman. 
Colonel,  General  Staff  Corps. 


Appendix  M 

Washington,  Nov.  5,  1918 

TO:     Commanding  OfHcers,  District  Inspecting  Officers,  District  Educational  Directors, 
and  Heads  of  S.  A.  T.  C.   Institutions. 

1.  Reports  from  many  institutions  at  which  units  of  the  Students'  Army 
Training  Corps  (Collegiate  Section)  have  been  established  indicate  that  the 
academic  work  thus  far  done  by  the  men  is  not  satisfactory.  This  has  been 
due  in  part  to  the  inevitable  difficulty  attending  the  period  of  organization, 
and  to  the  interruption  caused  by  the  influenza  epidemic.  But  it  has  also 
resulted  in  part  from  the  practice  of  detailing  men  to  military  duties  which 
conflict  with  their  academic  programs,  and  to  the  prevalence  of  the  idea  that 
academic  grades  will  count  for  relatively  little  in  the  selection  of  men  for 
Officers'  Training  Camps. 

2.  Commanding  Officers  are,  therefore,  directed  that  they  should  con- 
sult frequently  with  the  authorities  of  the  institution  regarding  the  schedule 
and  should  make  every  possible  provision  for  the  requirements  of  academic 
study.  The  administration  memoranda  issued  to  Commanding  Officers  by 
the  Committee  leave  a  wide  margin  for  such  adjustments  and  concessions 
as  may  best  meet  local  conditions ;  thus,  morning  drill  is  not  prescribed,  and 
provided  afternoon  drill  proves  more  consistent  with  the  effectiveness  of  the 
program,  this  arrangement  should  be  adopted. 

3.  Commanding  Officers  are  further  directed  to  reduce  to  a  minimum 
such  detail  of  individual  soldiers  as  interferes  with  their  academic  studies. 
Since  institutions  are  under  contract  to  provide  subsistence.  Commanding 
Officers  will  not  detail  men  as  kitchen  police,  except  in  special  emergencies. 
Guard  duty  will  be  arranged  by  roster,  and  will  be  adjusted  as  far  as  possible 
to  academic  engagements.  If  practicable,  such  guard  duty  should  be  dis- 
pensed with  altogether ;  or  if  assigned  for  purposes  of  instruction,  should  be 
taken  from  the  time  allotted  to  military  training.  Plans  have  now  been 
matured  by  which  special  men  shall  be  selected  and  trained  exclusively  for 
clerical  duties,  which  will  in  time  make  it  unnecessary  that  student-soldiers 
should  be  detailed  for  this  purpose.  Commanding  Officers  are  further 
directed  to  keep  an  exact  record  of  each  detail  involving  conflict  with 
academic  exercises,  indicating  the  men  and  amount  of  time  involved.  A 
summary  of  this  record  will  be  embodied  in  Section  Ba  of  the  bi-weekly  re- 
port; and  a  special  report  on  serious  cases  of  conflict  will  be  made  to  the 
District  Inspecting  Officer  for  adjustment.  Whenever  important  military 
duties  require  that  soldiers  be  withdrawn  from  any  stated  exercise,  the  in- 
structor in  charge  of  such  exercise  shall  be  notified  in  advance,  and  full 
explanation  shall  be  given  the  academic  authorities. 

4.  The  attention  of  Commanding  Officers  is  called  to  paragraph  twenty- 
four   of  Special   Regulations    (Aa-1),  providing  in  certain  cases  for  a   re- 

141 


142  APPENDICES 


duction  of  the  hours  of  military  instruction  to  six  hours  per  week.  Com- 
manding Officers  will  be  governed  by  the  provisions  of  these  Regulations 
and  will  also  familiarize  themselves  with  the  Educational  Bulletins  (Cb), 
and  give  what  co-operation  may  be  necessary  for  the  carrying  out  of  the 
programs  of  study  therein  prescribed. 

5.  Commanding  Officers  will  use  every  possible  means  of  cultivating 
among  the  men  a  respect  for  their  academic  studies.  If  the  men  exhibit  a 
spirit  of  indifference  or  neglect,  this  may  be  regarded  as  evidence  of  low 
morale,  and  Commanding  Officers  will  use  every  possible  means  to  correct  it. 
In  this  connection,  attention  is  called  to  paragraphs  19  and  20  of  Special 
Regulations  (Aa-1).  In  keeping  with  these  regulations,  all  officers  should 
avoid  remarks  tending  to  create  in  their  men  the  impression  that  academic 
work  is  comparatively  unimportant,  and  all  conduct  conspicuously  at 
variance  with  the  established  usages  of  the  academic  community. 

6.  A  plan  for  the  future  selection  of  men  for  Officers'  Training  Camps 
has  been  prepared  and  will  shortly  be  issued.  This  plan  provides  that  all 
men  shall  be  rated  for  (1)  Intelligence  as  indicated  by  Academic  record  (35), 
(2)  Character  (25),  (3)  Military  ability  (20),  (4)  Physical  and  Athletic 
ability  (20).  From  these  ratings  an  eligible  list  will  be  created,  and  no  men 
will  be  considered  as  officer  candidates  who  fall  below  a  certain  place  on  this 
list.  The  importance  of  impressing  upon  men  the  need  for  strict  attention 
to  their  studies  is  therefore  self-evident. 

7.  Commanding  Officers  are  responsible  for  the  regular  and  punctual 
attendance  of  their  men  at  all  regular  academic  exercises  forming  parts  of 
the  program  to  which  they  are  assigned. 

Committee  on  Education  and  Special  Training. 

ROBERT  I.  REES,  Chairman. 
Brigadier  General  U.  S.  A.  General  Staff. 


4 


Appendix  N 

November  23,  1918. 
MEMORANDUM  FOR  THE  ADJUTANT  GENERAL  OF  THE  ARMY 
SUBJECT:     Demobilization  of  the  Student*'  Army   Training  Corps. 

1.  The  Secretary  of  War  directs  that  all  Section  A  (collegiate  section) 
units  of  the  Students'  Army  Training  Corps  be  demobilized  as  soon  as  prac- 
ticable and  the  men  discharged. 

2.  Arrangements  for  such  demobilization  and  discharge  will  be  made  by 
the  Committee  on  Education  and  Special  Training,  which  will  submit  the 
necessary  orders  for  approval  by  the  Director  of  Operations. 

3.  In  all  cases  of  discontinued  units  equitable  financial  adjustment  under 
contracts  made  by  the  War  Department  with  the  institutions,  will  be 
negotiated  and  made  by  the  Committee  on  Education  and  Special  Training. 

4.  In  announcing  the  demobilization  of  the  Students'  Army  Training 
Corps  (Section  A)  institutions  not  already  having  units  of  the  Reserve 
Officers'  Training  Corps  will  be  invited  to  file  applications  for  such  units, 
and  provision  will  be  made  for  continuing  and  developing  the  Reserve 
Officers'  Training  Corps  system  in  lieu  of  the  Students'  Army  Training  Corps. 

5.  The  Committee  on  Education  and  Special  Training  will  be  informed 
accordingly  and  instructed  to  take  the  necessary  action  to  carry  out  the  above 
directions. 

(Signed)  HENRY  JERVEY, 

Major  General  U.  S.  A., 
Assistant  to  the  Chief  of  Staff,  Director  of  Operations. 
Approved 

by  order  of  the  Secretary  of  War. 
(Signed)  MARCH, 

General,  Chief  of  Staff. 


143 


144  APPENDICES 


Washington,  November  26,  1918. 

FROM:  Committee  on  Education  and   Special  Training. 

TO:  Presidents  of  Institutions  Maintaining  Units  of  Reserve  Officers'  Training 

Corps  in  the  Year  1917-18. 

SUBJECT:     Re-establishment  of  Units  of  the  Reserve  Officers'  Training  Corps  January 
1,  1919. 

1.  As  announced  in  our  letter  of  November  26,  the  Students'  Army 
Training  Corps  will  be  demobilized  at  the  earliest  practicable  date — if  pos- 
sible, not  later  than  December  21,  1918. 

2.  In  our  letter  of  August  5,  1918,  in  which  it  was  proposed  that  insti- 
tutions having  Reserve  Officers'  Training  Corps  should,  for  the  period  of 
the  war,  conduct  their  military  instruction  under  the  regulations  of  the  Stu- 
dents' Army  Training  Corps,  it  was  stated  that  "such  a  course  of  action 
would  in  no  way  prejudice  the  right  of  any  institution  having  a  unit  of  the 
Reserve  Officers'  Training  Corps  to  resume  its  Reserve  Officers'  Training 
Corps  unit  after  the  war,  or  the  right  of  any  institution  having  a  Reserve 
Officers'  Training  Corps  application  now  pending  to  have  a  unit  established 
after  the  war." 

3.  In  order  that  the  Committee  may  immediately  be  in  possession  of 
such  information  as  is  necessary  for  the  re-establishment  of  the  Reserve 
Officers'  Training  Corps,  you  are  requested  to  fill  out  and  return  the  enclosed 
questionnaire  at  the  earliest  possible  date. 

Committee  on  Education  and  Special  Training, 

R.  I.  REES,  Chairman. 
Brigadier  General,  U.  S.  A.,  General  Staff  Corps. 


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